全文获取类型
收费全文 | 178篇 |
免费 | 4篇 |
专业分类
教育 | 135篇 |
科学研究 | 2篇 |
各国文化 | 2篇 |
体育 | 16篇 |
文化理论 | 1篇 |
信息传播 | 26篇 |
出版年
2021年 | 2篇 |
2020年 | 6篇 |
2019年 | 1篇 |
2018年 | 6篇 |
2017年 | 8篇 |
2016年 | 7篇 |
2015年 | 11篇 |
2014年 | 12篇 |
2013年 | 44篇 |
2012年 | 5篇 |
2011年 | 2篇 |
2010年 | 3篇 |
2009年 | 7篇 |
2008年 | 8篇 |
2007年 | 2篇 |
2006年 | 2篇 |
2005年 | 1篇 |
2004年 | 3篇 |
2003年 | 3篇 |
2002年 | 12篇 |
2001年 | 10篇 |
2000年 | 2篇 |
1999年 | 3篇 |
1998年 | 3篇 |
1997年 | 3篇 |
1996年 | 1篇 |
1994年 | 3篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 1篇 |
1983年 | 2篇 |
1977年 | 1篇 |
1973年 | 1篇 |
排序方式: 共有182条查询结果,搜索用时 15 毫秒
71.
Sarah Ullrich-French Anne Cox Amy Cole Brittany Rhoades Cooper Chad Gotch 《Measurement in physical education and exercise science》2017,21(4):177-189
Experiencing mindfulness during movement-based interventions (e.g., yoga) may help support adaptive physical activity motivation processes in youth. However, there is currently no measure for assessing state mindfulness with youth within the context of physical activity. The purpose of this study was to qualitatively and quantitatively evaluate a measure of state mindfulness for physical activity in youth. In study one, cognitive interviews with youth (N = 15) ages 8–13 evaluated the State Mindfulness Scale for Physical Activity item comprehension and preference for developmentally worded modifications. Results suggest that problems with item comprehension were more likely in youth younger than 10. In study two, the State Mindfulness Scale for Physical Activity, or a modified version, was administered randomly to middle-school students (N = 481). Internal consistency reliability, confirmatory factor analyses, model-based reliability omega, and correlations with theoretically relevant variables combined with the qualitative evidence provided stronger initial support for the use of the original State Mindfulness Scale for Physical Activity with middle-school students. 相似文献
72.
73.
Teacher Evaluation, Teacher Effectiveness and School Effectiveness: Perspectives from the USA 总被引:4,自引:0,他引:4
This article provides historical overviews of the conceptual and research and development focus of teacher evaluation, teacher effectiveness and school effectiveness research in the USA. Pertinent literature is cited and arguments are made that these lines of inquiry have coexisted for nearly four without adequate integration. With the fourth stage of school effectiveness research in process, there is a recognition that within school context variables, particularly teacher effectiveness, have important effects on school improvement and school outcomes. Similarly, there is the recognition that findings from school effectiveness research have relevance for studies of teacher effectiveness and ongoing developments in teacher evaluation. Examples of: (a) new generation, learner-centered teacher evaluation systems in the USA that are informed by teacher and school effectiveness research; and (b) the fourth stage of school effectiveness research are described. It is proposed that these lines of research should be merged as completely as possible. 相似文献
74.
Looking for leadership: the potential of dialogic reflexivity with rural early-career teachers 总被引:1,自引:0,他引:1
Jill Willis Leanne Crosswell Chad Morrison Andrew Gibson Mary Ryan 《Teachers and Teaching》2017,23(7):794-809
Many early-career teachers (ECTs) begin their teaching careers in rural and remote schools in Australia, and do not stay long, with consequences for their own lives, and for their students, schools and communities. By understanding how first-year ECTs navigate personal (subjective) and contextual (objective) conditions, opportunities to disrupt patterns of ECT attrition may be found. This paper explores the online longitudinal reflections from two rural ECTs. Margaret Archer’s three dimensions of reflexivity were used to analyse what personal, structural and cultural resources were activated by ECTs as they discerned and deliberated the costs of being a rural ECT. The potential for school leaders and mentors to support rural ECTs through dialogic reflexivity, that is the opportunity to discern and deliberate priorities with others, is identified as a role that is significant for ECT support but not straightforward. Prompts for dialogic reflexivity are proposed. 相似文献
75.
Action research in graduate management research programs 总被引:1,自引:0,他引:1
The purpose of this paper is to demonstrate how action research may be applied to graduate management research programs. After distinguishing action research from traditional research and establishing that the former is more appropriate for developing managerial competencies than the latter, the paper discusses issues of conducting action research within a graduate management research program. These issues centre on the key concept of distinguishing between action research project and a thesis action research project. Distinctions between action research projects at Masters and PhD levels are noted. It is argued that ideally the core action research project has to be part of the PhD candidate's full-time work. Future difficulties are canvassed. 相似文献
76.
77.
Patric R. Spence Kenneth A. Lachlan Autumn Edwards Chad Edwards 《Communication quarterly》2016,64(1):55-71
Social media have emerged as increasingly important sources through which the public seeks information concerning crises or risks. Despite this increased dependence, little is known about the psychological processes associated with perceptions of source credibility or the desire to seek additional information related to the risk. The current study investigates the role of speed of updates in credibility perceptions and information seeking using Twitter. The results do not provide evidence of a direct relationship between update speed and the outcomes under consideration. They do, however, consistently support a mediation model in which cognitive elaboration mediates the relationship between update speed and perceptions of sender competence, goodwill, trustworthiness, and reader (follower/audience/rater/target) desire for additional information. These findings are discussed in terms of their implications and applied use. 相似文献
78.
79.
Kenneth G. Rice Brooke A. Leever Chad A. Noggle Daniel K. Lapsley 《Psychology in the schools》2007,44(2):139-156
The Adaptive/Maladaptive Perfectionism Scale (AMPS; K.G. Rice & K.J. Preusser, 2002) was developed on samples of 9‐ to 11‐year‐old children. A primary purpose of the current research was to examine whether the AMPS could be useful in studies of adolescents, and in particular, studies of adolescent depression. This study of 145 early adolescents revealed (1) a somewhat different AMPS factor structure than has been evident in studies of younger children; (2) no significant mean differences between boys and girls on perfectionism, although girls were significantly more depressed than boys; (3) a pattern of perfectionism‐depression correlations that differed somewhat between boys and girls; and (4) several interactions of different dimensions of perfectionism in accounting for depression. Results are discussed by addressing differences between children and adolescents in school cultures, physical and psychological changes from childhood to adolescence, and the importance of considering the positive as well as the negative aspects of perfectionism among school‐age children. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 139–156, 2007. 相似文献
80.