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141.
Research suggests that sibling–peer connections are important for understanding adolescent problem behaviors. Using a novel behavioral genetic design, the current study investigated peer network overlap in 300 child–child pairs (aged 7–13 years) in 5 dyad types: monozygotic (MZ), dizygotic twins, full siblings (FSs), friend pairs, and virtual twins (i.e., same‐aged, genetically unrelated siblings). Genetic relatedness, sex composition, and age differences contributed to peer overlap in sibling dyads. MZ twins showed the highest overlap (82%), opposite‐sex FS pairs showed the lowest overlap (27%), and friend pairs (48%) were close to the mean (53%). Social contact variables and self‐reported relationship intimacy predicted additional variance in peer overlap. The roles of genotype–environment correlational and shared environmental processes in the sibling–peer connections are discussed. 相似文献
142.
Michael McGuire 《Quarterly Journal of Speech》2013,99(1):96-104
Studies in Speech and Drama In Honor of Alexander M. Drummond. Edited by Donald C. Bryant, Barnard Hewitt, Karl R. Wallace and Herbert A. Wichelns (Chairman). Ithaca: Cornell University Press, 1944; pp. viii + 472. $4.50. World Words: Recommended Pronunciations. By W. Cabell Greet. New York: Columbia University Press, 1944; pp. viii + 402. $3.00. Youth Suffrage: The NUEA Debate Handbook. Edited by Bower Aly. Columbia, Mo.: Lucas Brothers, 1944; pp. 220. $1.00. Argumentation and Debate. By Lionel Crocker. New York: American Book Company, 1944; pp. x + 393. $2.50. Exit Laughing. By Irvin S. Cobb. Indianapolis: The Bobbs‐Merrill Company, 1941; pp. 572. $3.50. Education at the Crossroads. By Jacques Maritain. New Haven: Yale University Press, 1943; pp. 120. $2.00. Frontiers of American Culture: A Study of Adult Education in a Democracy. By James Truslow Adams. New York: Charles Scribner's Sons, 1944; pp. xiv + 364. $2.50. Democracy Reborn. By Henry A. Wallace. Edited with an introduction and notes by Russell Lord. New York: Reynal and Hitchcock, 1944; pp. vii + 280. $3.00. America Speaks. By Harold F. Schory. Danville, Ill.: Interstate Printers and Publishers, 1944; pp. i + 149. $2.25. Canada and the Western Hemisphere. Compiled by Julia E. Johnsen. New York: The H. W. Wilson Co., 1944; pp. 295. The Training of Secondary School Teachers Especially with Reference to English. Report of a Joint Committee of the Faculty of Harvard College and of the Graduate School of Education. Cambridge: Harvard University Press, 1942. $1.50. English Literary Criticism: The Medieval Phase. By J. W. H. Atkins. Cambridge: At the University Press: New York: The Macmillan Company, 1943; pp. ix+211. $3.00. The Human Voice. By Franklin D. Law‐son. New York: Harper and Brothers, 1944; pp. ix + 94. $2.50. University Debaters’ Annual. Edited by Edith M. Phelps. New York: H. W. Wilson Company, 1944; pp. 342. $2.25. This is the thirtieth annual volume of a Speech Abstracts. By Clyde W. Dow. Amherst: Massachusetts State College, 1941. (Mimeographed.) $1.00. 相似文献
143.
Brian J. Mihalik Joseph T. O'leary Francis A. McGuire F. Dominic Dottavio 《Research quarterly for exercise and sport》2013,84(4):396-398
Abstract Self-determination theory (Deci &; Ryan, 1985) suggests that motivational orientation or regulatory styles with respect to various behaviors can be conceptualized along a continuum ranging from low (amotivation) to high (intrinsic motivation) levels of self-determination. This pattern is manifested in the rank order of correlations among these regulatory styles (i.e., adjacent correlations are expected to be higher than those more distant) and is known as a simplex structure. Using responses from the Sport Motivation Scale (Pelletier et al., 1995) obtained from a sample of 857 college students (442 men, 415 women), the present study tested the simplex structure underlying SMS subscales via structural equation modeling. Results confirmed the simplex model structure, indicating that the various motivational constructs are empirically organized from low to high self-determination. The simplex pattern was further found to be invariant across gender. Findings from this study support the construct validity of the SMS and have important implications for studies focusing on the influence of motivational orientation in sport. 相似文献
144.
Robert N. Carson 《Interchange》2004,35(1):59-79
This article proposes the use of a taxonomy to help curriculum planners distinguish between different kinds of knowledge. Nine categories are suggested: empirical, rational, conventional, conceptual, cognitive process skills, psychomotor, affective, narrative, and received. Analyzing lessons into the sources of their resident knowledge helps the teacher proceed in a less dogmatic manner, distinguishing between categories of knowledge based upon where that knowledge originates. This taxonomy facilitates a meta-narrative on the nature of knowledge — how it is discovered, invented, decided upon, and so on — and the form that it takes in human experience and learning. 相似文献
145.
RNA interference (RNAi) is a powerful method to silence gene expression in a variety of organisms and is generating interest not only as a useful tool for research scientists but also as a novel class of therapeutics in clinical trials. Here, we report that undergraduate and graduate students with a basic molecular biology background were able to demonstrate conceptual knowledge and technical skills for using RNAi as a research tool upon completion of an intensive 8-wk RNAi course with a 2-h lecture and 5-h laboratory per week. Students were instructed on design of RNAi experiments in model organisms and perform multiweek laboratory sessions based on journal articles read and discussed in class. Using Nicotiana benthamiana, Caenorhabditis elegans, and mammalian cell culture, students analyzed the extent of silencing using both qualitative assessment of phenotypic variations and quantitative measurements of RNA levels or protein levels. We evaluated the course over two semesters, each with a separate instructor. In both semesters, we show students met expected learning outcomes as demonstrated by successful laboratory experiment results, as well as positive instructor assessments of exams and lab reports. Student self-assessments revealed increased confidence in conceptual knowledge and practical skills. Our data also suggest that the course is adaptable to different instructors with varying expertise. 相似文献
146.
Chele McKissick Renee O. Hawkins Francis E. Lentz Jennifer Hailley Shannon McGuire 《Psychology in the schools》2010,47(9):944-959
Disruptive behaviors displayed in the classroom interfere with learning by taking time away from academic instruction. This study investigated the effects of randomizing components within an interdependent group contingency for group disruptive behavior and engagement levels of 26 students in a second‐grade classroom in an urban Midwestern school. Using a multiple‐baseline‐across‐settings design, baseline levels of group disruptive behavior and engagement were compared to intervention levels across three different class periods. Results suggest that the intervention decreased levels of disruptive behavior and increased levels of student engagement. Benefits of randomizing components within an interdependent group contingency are discussed as well as limitations to this study and suggested areas of future research. © 2010 Wiley Periodicals, Inc. 相似文献
147.
This chapter concentrates on the nature and focus of education reform efforts in city school systems during the late 1980s and early 1990s. A thesis is developed that political, and closely related financial, support for continuing efforts to reform or restructure education depends on two primary factors. The degree of agreement about values and goals among stakeholders within and external to school systems appears to influence the likelihood of a given set of reforms. Adoption and implementation of reforms also depend on the level of intensity of action devoted by those groups. This framework is used to examine whether current reform activities in urban environments engender political and financial support that might be essential for future reform initiatives. The paper concludes that future reform initiatives will need to consider changes in the delivery of non‐educational services to garner sufficient political support for meaningful education reform. Yet there must be agreement among values and interests of diverse agencies and sufficient intensity of action of all groups to bring about meaningful change. 相似文献
148.
Brown was one of the first universities in the nation to combine its science collections into a single library in the interest of aiding interdisciplinary teaching and research. This paper discusses the evolution of the Sciences Library and its resources, the development of the medical education program, and the physical aspects of the new library building. A fifteen-story tower, housing the collections of the physical, biological, and medical sciences, symbolizes the interdisciplinary approach to teaching and research at Brown University. 相似文献
149.
150.
Sarahjane Cullen Eimear Dolan Adrian McGoldrick Kate O Brien Brian P. Carson Giles Warrington 《Journal of sports sciences》2015,33(15):1589-1595
Jockeys regularly engage in rapid weight-loss practices in preparation for competition. These practices are thought to impair cognitive function, although the evidence in support of this theory remains inconclusive. The purpose of this study was to examine the effects of making-weight on cognitive function in apprentice jockeys in a simulated and competitive environment. Apprentice jockeys (n = 12) reduced their body mass by 4% in 48 h in a simulated environment using weight-loss methods typically adopted in preparation for racing. Simple and choice reaction time, attention, learning and memory were assessed before and after the weight loss. A further 10 apprentice jockeys performed the cognitive function assessment in a competitive racing environment at both a self-reported “normal” and “light” body mass. Hydration status and body mass were assessed in all trials. In the simulated environment, body mass was reduced by 4.2 ± 0.3%, yet no change in cognitive function was observed. Cognitive function also remained unchanged in the competitive environment after a body mass loss of 5.7 ± 1.9%. Typical reductions in body mass in preparation for racing have no effect on cognitive function in apprentice jockeys in a simulated and competitive environment. Further research is required to investigate the physiological mechanisms preventing the adverse effects of making-weight on cognitive function in jockeys. 相似文献