全文获取类型
收费全文 | 987篇 |
免费 | 23篇 |
国内免费 | 2篇 |
专业分类
教育 | 799篇 |
科学研究 | 29篇 |
各国文化 | 22篇 |
体育 | 61篇 |
综合类 | 2篇 |
文化理论 | 2篇 |
信息传播 | 97篇 |
出版年
2023年 | 2篇 |
2022年 | 3篇 |
2021年 | 9篇 |
2020年 | 21篇 |
2019年 | 19篇 |
2018年 | 33篇 |
2017年 | 47篇 |
2016年 | 32篇 |
2015年 | 19篇 |
2014年 | 36篇 |
2013年 | 208篇 |
2012年 | 34篇 |
2011年 | 36篇 |
2010年 | 33篇 |
2009年 | 33篇 |
2008年 | 34篇 |
2007年 | 23篇 |
2006年 | 24篇 |
2005年 | 28篇 |
2004年 | 27篇 |
2003年 | 22篇 |
2002年 | 39篇 |
2001年 | 16篇 |
2000年 | 11篇 |
1999年 | 9篇 |
1998年 | 8篇 |
1997年 | 14篇 |
1996年 | 9篇 |
1995年 | 11篇 |
1994年 | 13篇 |
1993年 | 12篇 |
1992年 | 10篇 |
1991年 | 12篇 |
1990年 | 8篇 |
1989年 | 11篇 |
1988年 | 9篇 |
1987年 | 11篇 |
1986年 | 4篇 |
1985年 | 5篇 |
1984年 | 6篇 |
1983年 | 7篇 |
1982年 | 3篇 |
1981年 | 5篇 |
1980年 | 5篇 |
1979年 | 9篇 |
1978年 | 4篇 |
1977年 | 9篇 |
1976年 | 8篇 |
1975年 | 5篇 |
1971年 | 3篇 |
排序方式: 共有1012条查询结果,搜索用时 359 毫秒
1.
2.
Lynn M. Harter 《Journal of Applied Communication Research》2004,32(2):89-118
This study explores how members of the Nebraska Cooperative Council and its constituent producer-owned cooperatives understand and enact democratic ideologies, drawing particular attention to how emergent contradictions and tensions are experienced and managed. The Council serves as a particularly rich context in which to explore traditionally feminine ways of organizing (i.e., cooperative enactment) in a historically male-dominated arena (i.e., agriculture). The dialectic of independence and solidarity became a revealing prism through which to make sense of how members enact cooperative life. This dialectic manifests itself in the discourse of cooperative life as members struggle to manage tensions between efficiency and participation, equality and equity, and the paradox of agency. Communication theorizing about gendered organizing and the history of American agrarianism is used to explore intersections between the social construction of masculinity(s), the agrarian frontier myth, and tensions embedded in the discourse of cooperative organizing. 相似文献
3.
4.
ABSTRACTThis article explores the experiences of a group of established academic staff in New Zealand and the UK, as they undertake a doctorate in their home institutions. Our interest is in how individuals negotiate this dual status from a cultural-historical activity theory (CHAT) stance that explores how rules, tools, community and divisions of labour, and interacting activity systems, shape doctoral experiences. The focus in this article, having analysed their detailed narrative accounts, is on how academics experience three interdependent activity systems: those surrounding the thesis, the institutional context, and the home-life spheres. Issues related to time, workload and supervision issues, variability in collegial support and impact on personal priorities and time emerged. There is a range of particularities – from easy access to resources/supervisors to inflexible institutional regulations – applicable to this group of doctoral candidates. Negotiating life as an academic with concurrent doctoral candidature provides positive outcomes in terms of teaching, research confidence and general personal and professional development. However, a range of difficulties can also be encountered, particularly in relation to personal and professional relationships, and workload management. 相似文献
5.
6.
Jennifer A. Scarduzio Shawna Malvini Redden Jennifer Fletcher Karis Wilson 《Qualitative Research Reports in Communication》2019,20(1):42-49
Sexual harassment is an interdisciplinary topic in organizational research that has received increased attention with the rise of the #MeToo movement. The online environment has complicated the experiences of employees who are sexually harassed by a coworker. One particular medium where online sexual harassment occurs is on social networking sites (SNS), such as Facebook. This research report examined how victims of sexual harassment believe organizations should handle online sexual harassment. We qualitatively coded 153 responses to the question, “What else do you think employers could do to handle sexual harassment on Facebook?” Our findings demonstrated a clear tension between whether harassment on Facebook is a private concern of the employee or a public concern of the employer/organization. Some victims advocating keeping work friends off of Facebook, while others suggesting having open door policies, conversations, and/or trainings. The difference in these approaches illuminates how the victims grappled with the public/private tension, and whether the organization should be made aware of their situations or if victims should handle it themselves. Implications of this research suggest that the blurred boundaries between employee face-to-face and online sexual harassment should continue to be explored, including why victims report harassment and to whom they report it. 相似文献
7.
8.
Whilst the measurement and quantification of vertical leg stiffness (Kvert) asymmetry is of important practical relevance to athletic performance, literature investigating bilateral asymmetry in Kvert is limited. Moreover, how the type of task used to assess Kvert may affect the expression of asymmetry has not been properly determined. Twelve healthy males performed three types of performance tasks on a dual force plate system to determine Kvert asymmetries; the tasks were (a) bilateral hopping, (b) bilateral drop jumping and (c) unilateral drop jumping. Across all the three methods, Kvert was significantly different between compliant and stiff limbs (P < 0.001) with a significant interaction effect between limb and method (P = 0.005). Differences in Kvert between compliant and stiff limbs were ?5.3% (P < 0.001), ?21.8% (P = 0.007) and ?15.1% (P < 0.001) for the bilateral hopping, bilateral drop jumping and unilateral drop jumping methods, respectively. All the three methods were able to detect significant differences between compliant and stiff limbs, and could be used as a diagnostic tool to assess Kvert asymmetry. Drop jumping tasks detected larger Kvert asymmetries than hopping, suggesting that asymmetries may be expressed to a greater extent in acyclic, maximal performance tasks. 相似文献
9.
Laura Goodwin Elizabeth Kozleski Rodney Muth Lynn K. Rhodes Kim Kennedy White 《Innovative Higher Education》2005,30(4):251-268
This article describes the establishment in fall 2002 of a School of Education Research Center designed to support faculty
in increasing productivity and quality in research. Details are provided about center goals, services, staffing, space, resources,
and logistics during the first year of operation. In addition, data are shared about faculty usage of the Center, the level
of faculty satisfaction with center services in the first year, and initial increases in faculty productivity. The article
concludes with plans for continued data collection to monitor the impact of the Center, a discussion of lessons learned at
this point in the Center's development, and possibilities for the evolution of the Center.
All authors are at the University of Colorado, Denver. Laura Goodwin, Ph.D., University of Colorado at Boulder, is Interim
Associate Vice Chancellor for Faculty Affairs and continues to serve as a Faculty Research Associate. Elizabeth Kozleski,
Ed.D., University of Northern Colorado, is the Associate Dean for Research in the School of Education. Lynn Rhodes, Ed.D.,
Indiana University, is the Dean of the School of Education. Rodney Muth, Ph.D., Claremont Graduate School, is a professor
of Administrative Leadership and Policy Studies in the school and chaired the Research Center Advisory Board. Kim Kennedy
White, M.A., University of Oregon, was the original School of Education Research Center Coordinator and was responsible for
collecting most of the data included in this study. 相似文献
10.
The purpose of the study was to examine the relationship of classroom environment to attitudes toward science and achievement in science among tenth grade biology students. An attitude instrument was administered at three times during the school year to measure student attitudes toward science and the classroom environment. The classroom environment measures examined six areas: emotional climate of the science classroom, science curriculum, physical environment of the science classroom, science teacher, other students in the science classroom, and friends attitudes toward science. Student achievement in science was measured by teacher reported semester grades. The results of the study indicated: (1) student attitudes toward the classroom environment predicted between 56 to 61% of the variance in attitudes toward science, (2) student attitudes toward the classroom environment predicted between 5 to 14% of the variance in achievement in science, (3) student attitudes toward science and attitudes toward the classroom environment predicted between 8 and 18% of the variance in achievement in science. 相似文献