全文获取类型
收费全文 | 1027篇 |
免费 | 42篇 |
专业分类
教育 | 769篇 |
科学研究 | 69篇 |
各国文化 | 12篇 |
体育 | 121篇 |
文化理论 | 9篇 |
信息传播 | 89篇 |
出版年
2023年 | 5篇 |
2022年 | 13篇 |
2021年 | 29篇 |
2020年 | 40篇 |
2019年 | 40篇 |
2018年 | 66篇 |
2017年 | 80篇 |
2016年 | 81篇 |
2015年 | 38篇 |
2014年 | 34篇 |
2013年 | 192篇 |
2012年 | 42篇 |
2011年 | 32篇 |
2010年 | 30篇 |
2009年 | 36篇 |
2008年 | 23篇 |
2007年 | 35篇 |
2006年 | 21篇 |
2005年 | 11篇 |
2004年 | 22篇 |
2003年 | 17篇 |
2002年 | 11篇 |
2001年 | 9篇 |
2000年 | 11篇 |
1999年 | 4篇 |
1998年 | 5篇 |
1997年 | 9篇 |
1996年 | 4篇 |
1995年 | 10篇 |
1994年 | 7篇 |
1993年 | 9篇 |
1992年 | 6篇 |
1991年 | 5篇 |
1990年 | 8篇 |
1989年 | 7篇 |
1988年 | 10篇 |
1987年 | 3篇 |
1986年 | 4篇 |
1984年 | 3篇 |
1983年 | 7篇 |
1982年 | 6篇 |
1981年 | 5篇 |
1980年 | 4篇 |
1979年 | 4篇 |
1978年 | 6篇 |
1976年 | 3篇 |
1974年 | 2篇 |
1972年 | 5篇 |
1967年 | 2篇 |
1956年 | 2篇 |
排序方式: 共有1069条查询结果,搜索用时 15 毫秒
51.
52.
Elisa S. Shernoff Adam J. Lekwa Linda A. Reddy Candace Coccaro 《Journal of educational and psychological consultation》2017,27(4):459-485
The purpose of this qualitative study was to examine teachers’ attitudes and experiences with coaching. This study was conducted in advance of a planned randomized controlled trial of a coaching intervention to better align the model with teachers’ needs and goals. Thirty-four K–5 general (n = 26), special education (n = 6), and educational support staff (n = 2) working in two high-poverty schools participated in focus groups. Interrater reliability between independent coders was high (К = 0.92; range: 0.76–1.0). Thematic analyses identified facilitators and barriers to teacher participation in the planned intervention and were used to improve upon the existing coaching model. Themes focused on advantages and disadvantages to coaching and characteristics of effective coaches and coaching models. Implications of findings for research and practice are discussed. 相似文献
53.
“Seeing Their Eyes in the Rearview Mirror”: Identifying and Responding to Students' Challenging Experiences 总被引:1,自引:1,他引:0
Adam Alvarez 《Equity & Excellence in Education》2017,50(1):53-67
There is a noticeable gap in the educational research literature specifically focused on trauma and documenting effective educator practices. This case study captures the voice and perspectives of Mr. Sellers, an effective Black, male educator who, through making sense of the impact of his students' ecological realities, provides insight about trauma, traumatic experiences, and the ways in which he supports them. I conceptualize and name the experiences of these students as traumatic because this is the language that Mr. Sellers himself used to make sense of his students' situations. It is important to note that I focus on these occurrences not to highlight the negatives or deficits of this community; my point in naming these ecological situations is to point out how structural challenges can influence communities and, ultimately, the people (including students) in those contexts. Despite what established literature suggests about the unpreparedness of educators to respond to student trauma, this study documents effective practices of a successful educator in an urban school setting. In particular, the findings in this study offer three takeaways for educators to more adequately identify and respond to students grappling with trauma: (1) context-specific recognition, (2) trauma-conscious approaches, and (3) holistic responsiveness. The findings of this study also suggest that there is a need for broadening educators' capacity, adequately preparing them, and shifting the ways in which schools and policies understand an educator's role. 相似文献
54.
Trigger warnings are posing serious threats to the ways that English educators can teach at the university level. If Aristotle – and Hillis-Miller years later – argue that literature must arouse and bring about catharsis, then proponents of trigger warnings are anaesthetising the power of words and watering down their ability to incite emotional responses and promote healing. By examining the relationship between proponents of the trigger warning and reflective functioning – a psychoanalytic concept that emerged out of the British psychoanalytic school – this article argues that English students and English educators who support the use of trigger warnings may suffer from poor reflective functioning. Individuals with poor reflective functioning have difficulty coping with their emotions as well as practising mentalisation during times of acute stress, which can be triggered in response to arousing interactions with texts. Finally, the article offers some suggestions for how English educators might use empathy, intentional self-disclosure and vulnerability as a means for enhancing reflective functioning in students and encouraging them to journey more freely and courageously into controversial, charged, and dramatic literary moments. 相似文献
55.
Adam C. Pace Joy Greene Joseph E. Deweese Dana A. Brown Ginger Cameron James M. Nesbit 《Christian Higher Education》2017,16(4):200-210
The objective of this study was to develop and validate an instrument to assess the attitude of student pharmacists toward prayer in general and in particular as it relates to their academic performance. To fulfill the study objective, faculty from seven colleges of pharmacy located at Christian universities collaboratively developed the Student Prayer Attitude Scale (SPAS). The items were used to assess the attitudes of student pharmacists toward prayer as well as the effects of prayer on personal lives and academic performance. Faculty investigators asked 1,563 students to complete the survey and received 677 valid responses. A principal components analysis with promax rotation was conducted and revealed a two-factor structure: (a) general attitude toward prayer and (b) specific attitude regarding the impact of prayer on academic performance. Analysis of variance was used to compare student responses by religious identity. Students identifying as atheist or agnostic were significantly different in their responses than students from theistic religions; however, the responses of students from various theistic religions were not significantly different from one another. Faculty concluded that SPAS is a reliable tool for measuring student attitudes toward prayer. The use of such a tool could help faculty tailor educational opportunities to allow pharmacy students to explore prayer more fully and be aware of its impact on the patients they serve. 相似文献
56.
Adam D. Moore 《Ethics and Information Technology》2016,18(1):41-49
In the United States the ascendancy of speech protection is due to an expansive and unjustified view of the value or primacy of free expression and access to information. This is perhaps understandable, given that privacy has been understood as a mere interest, whereas speech rights have been seen as more fundamental. I have argued elsewhere that the “mere interest” view of privacy is false. Privacy, properly defined, is a necessary condition for human well-being or flourishing. The opening section of this article will provide an overview of this theory. Next, after a few remarks on speech absolutism, privacy absolutism, and balancing theories, I will sketch several of the dominant argument strands that have been offered in support of presumptively weighty speech rights. While these arguments, taken together, establish that free speech is important, they do not support the view that speech should nearly always trump privacy. In final section I will present and defend a way to balance free speech and privacy claims. 相似文献
57.
Paul Green 《The Urban Review》2011,43(3):436-464
A review of research on US Catholic education reveals that race is not treated as an important area of analysis like class
and gender. Black Catholics are rarely studied in education let alone mainstream writings. This article examines the social
and educational history of blacks in the US Catholic Church and the dual reality of inclusion and exclusion within a Church
and its schools. This paper focuses on the intersection of the Church and Black Catholic schools as enduring institutions
of opportunity for Black families and their communities. This paper unearths the shared values, assumptions and beliefs about
African American Catholics quest for literacy. The article uses Black Theology as a frame to explain how the intersections
of culture, history and religion influence meaning and educational decision-making. African Americans pursued Catholic education
for two reasons. First, they sought to be educated which both advanced their individual freedom but vastly improved their
community’s economic, social, and political standing. Second, they inserted their own unique cultural and social experiences
into Catholic schools which espoused service and academic excellence. Black Catholic schools well-defined values and academic
excellence is still viewed by African Americans as places of hope and opportunity for students of color. 相似文献
58.
Cassandra M. Guarino Abigail B. Brown Adam E. Wyse 《Economics of Education Review》2011,30(5):962-979
This study investigates how school demographics and their interactions with policies affect the mobility behaviors of public school teachers with various human capital characteristics. Using data from North Carolina from 1995 to 2006, it finds that teachers’ career stage and human capital investments dominate their decisions to leave public school teaching and school demographic characteristics play a dominant role in intra-system sorting. Schools serving at-risk children struggle to attract and retain teachers with desirable observable characteristics. We find evidence to suggest that across-the-board school-based pay-for-performance policies have small but significant associations with mobility decisions and appear to exacerbate inequities in the distribution of teacher qualifications. 相似文献
59.
Greene NP Greene ES Carbuhn AF Green JS Crouse SF 《Research quarterly for exercise and sport》2011,82(2):264-273
We compared cardiorespiratory responses to exercise on an underwater treadmill (UTM) and land treadmill (LTM) and derived an equation to estimate oxygen consumption (VO2) during UTM exercise. Fifty-five men and women completed one LTM and five UTM exercise sessions on separate days. The UTM sessions consisted of chest-deep immersion, with 0, 25, 50, 75, and 100% water-jet resistance. All session treadmill velocities increased every 3 min from 53.6 to 187.8 m x min(-1). Cardiorespiratory responses were similar between LTM and UTM when jet resistance for UTM was 50%. Using multiple regression analysis, weight-relative VO2 could be estimated as: VO2 (mLO2 c kg(-1) x min(-1)) = 0.19248 x height (cm) + 0.17422 x jet resistance (% max) + 0.14092 x velocity (m x min(-1)) -0.12794 x weight (kg)-27.82849, R2 = .82. Our data indicate that similar LTM and UTM cardiorespiratory responses are achievable, and we provide a reasonable estimate of UTM VO2. 相似文献
60.