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131.
Christopher Day 《Teachers and Teaching》2013,19(3):421-434
In recent years, 'being the best' as a teacher has become less of a moral imperative based on a sense of integrity and trust, and more of a dictat from governments intent on imposing their performativity agendas on teachers in the name of raising standards. One consequence of the rise of the so-called school reform agenda is that there has been a demise of teacher renewal. Each of the papers in the present issue has addressed this paradox in one way or another. The present paper suggests that the models of teacher development adopted by policy-makers do not adequately address teachers' learning needs over a career or contribute to enhancing motivation and commitment essential to raising standards in the classroom. It concludes by suggesting that universities themselves have a moral commitment to develop further new kinds of sustained knowledge, creating roles with schools and teachers through which teachers' active professionalism will be enriched. 相似文献
132.
Chris L. Gibson David Khey Christopher J. Schreck 《Journal of Criminal Justice Education》2013,24(1):2-18
While research has found that males tend to commit more academically dishonest acts than females, we know little about what accounts for the gender differential or whether the same factors can explain academic dishonesty for males and females. This study assesses how internal controls, i.e., self‐control, shame, embarrassment, and moral beliefs, account for the relationship between gender and cheating behavior. Using a sample of students from a southern university in the United States, this study explores three questions. First, do internal controls vary across males and females? Second, can internal controls account for gender differences in test cheating? Third, do internal controls differentially or similarly predict test cheating for males and females? Results show that (a) gender differences among several internal controls as well as cheating behavior, (b) internal controls reduce the gender gap but cannot completely explain why gender differences exist in cheating, and (c) two internal controls, self‐control and moral beliefs, differentially predict male and female test cheating. We discuss limitations of our findings and how research can expand the investigation of gender differences and explanations for engaging in academically dishonest acts. 相似文献
133.
Julie Kunselman Christopher Hensley Richard Tewksbury 《Journal of Criminal Justice Education》2013,24(1):17-35
Mentoring academics is an integral step in aiding their professional development. This commitment to mentoring is discussed by three criminal justice professors, each in a distinct phase of his career. Three distinct mentoring models are discussed: (1) continuing a mentoring relationship with a dissertation advisor or other mentor from graduate school, (2) developing a new mentoring relationship at an academic institution where one receives a position, and (3) developing a new mentoring relationship with an academic in the same field, but at a totally separate institution. The authors describe their advancement in the field of criminal justice as it relates to the existence of a mentoring model, focusing on identifying the strengths of each model. 相似文献
134.
Using artifacts of teachers' practices, classroom observations, and teacher interviews, we explore the development and enactment of 2 novices' pedagogical content knowledge (PCK) for teaching history. We identify and track 4 components of PCK that are relevant to teaching history: representing history, transforming history, attending to students' ideas about history, and framing history. We find that these 2 novices demonstrated different aspects of PCK in different settings at different points in the first 3 years of their careers. Their PCK continued to grow after preservice education, although the pace and substance of this development varied. In particular, attending to students' ideas about history and framing history were more challenging aspects of PCK for these novices. Specific features of the teacher education program, the school context, and the individual teacher's capacity facilitate growth in PCK, including opportunities to practice, alignment within the teacher education program and across learning sites, reflection on practice, and subject matter knowledge. 相似文献
135.
136.
Within the current accountability framework of public education, kindergarten teachers face the challenge of balancing traditional developmental programing and current academically oriented curriculum. Central to this challenge is teachers’ uses of assessment to measure and communicate student learning in relation to their curricular stance. The purpose of this study was to provide an in-depth examination of three teachers’ approaches to assessment within the current context of kindergarten education in order to elucidate potential approaches to bridging developmental and academic demands. Based on data collected from teacher interviews and classroom observations, three profiles are constructed that link focal teachers’ curricular stances with their approach to assessment. The paper concludes with a discussion on assessment within kindergarten education and areas for future research in the field. 相似文献
137.
Christopher Burke 《Teaching Education》2013,24(4):357-367
Shelter, distribution of resources, adaptation and food sources are all key topics in teaching fifth grade students ecosystems. These terms and ideas are often presented in value neutral terms in the standard science curriculum. These terms have radically different connotations in different communities. In this paper students’ fictional narrative about the community and ecosystem provide insight into how experiences in an urban community change perceptions and understandings of science content. By analysing the students’ stories, the teacher is provided with a critical lens through which to rethink the content being taught, the examples and discussions about the content and how that content is being presented in the classroom. In this example, students’ own understanding of how resources are allocated justly in society stand in contrast to the value neutral presentation of resource distribution in the standard curriculum. 相似文献
138.
Garrett F. Beatty Christopher M. Janelle 《International review of sport and exercise psychology》2020,13(1):266-296
ABSTRACT Adaptive regulation of emotions is imperative for successful sport performance. However, the lion’s share of mainstream emotion regulation (ER) literature is founded on perspectives prioritising mental health, not performance. Consequently, ER strategies are predominantly classified as adaptive or maladaptive based on effectiveness in achieving targeted mental health outcomes. These conventional mental health classifications can catalyse misapplication of ER strategies within sport and other motor performance contexts when (1) ER motives are instrumentally directed towards performance enhancement and (2) Minimal consideration is given to the consequences of ER on the coordination and execution of motor actions. Herein, we review the current state of relevant ER research within and outside of sport contexts. We also present a novel conceptual framework, the Temporal Influence Model of Emotion Regulation (TIMER). TIMER proposes that ER strategies exert distinct, temporally dependent demands upon perceptual-cognitive and motoric resources. These unique regulatory profiles influence subsequent motor performance outcomes. Critically, the degree to which regulatory strategies are appropriate or ideal varies given environmental constraints along with performers’ affective and performance goals. The model includes testable hypotheses to guide theoretical and applied research in the domain of ER within sport and other motor performance contexts. 相似文献
139.
Two experiments tested whether exposure to partisan conflict-framed news polarizes news consumers along party lines. Partisan self-categorization and motivated reasoning were examined as potential mediators of this effect. In two samples, path analyses showed that Democrats and Republicans exposed to partisan conflict-framed news adopted more polarized opinions on a disputed issue. This polarization effect was consistently mediated by perceived argument validity, an indicator of motivated reasoning; increased partisan self-categorization also mediated the effect, though less reliably and consistently. Thus, the present study adds to the literature on polarization by providing experimental evidence that exposure to conflict-framed news may contribute to partisan polarization. Theoretical and practical implications are discussed. 相似文献
140.
Virginia L. Rhodes 《Learning Inquiry》2008,2(2):113-125
Highly mobile students experience schools and learning in different ways than their more stable peers. Repeated transfers
result in discontinuity of instruction and relationships with teachers and peers. Interviews with transient urban students
in grades 9–12 reveal the issues they face upon their arrival and afterward. Mobile students give insight into perceptions
of teacher practice, peer-group induction, receptivity to classroom instruction, and classroom and administrative practices.
Findings include fear, loneliness, embarrassment, and anxiety in new settings or when faced with another school change. While
students expressed achievement concerns, peer social and emotional concerns were primary immediately following enrollment
in a new school. Students found themselves unable to focus on academic studies until they could secure a peer group with which
to interact. Implications for high-mobility schools include the need for structures providing transitional services and community-building
environments to counteract the negative academic and developmental effects of frequent mobility. 相似文献