全文获取类型
收费全文 | 79篇 |
免费 | 1篇 |
专业分类
教育 | 62篇 |
科学研究 | 6篇 |
各国文化 | 1篇 |
体育 | 2篇 |
信息传播 | 9篇 |
出版年
2021年 | 2篇 |
2020年 | 2篇 |
2019年 | 3篇 |
2018年 | 4篇 |
2017年 | 3篇 |
2016年 | 2篇 |
2015年 | 1篇 |
2014年 | 4篇 |
2013年 | 16篇 |
2012年 | 2篇 |
2011年 | 3篇 |
2010年 | 1篇 |
2009年 | 4篇 |
2008年 | 5篇 |
2007年 | 2篇 |
2006年 | 1篇 |
2005年 | 2篇 |
2004年 | 4篇 |
2003年 | 1篇 |
2002年 | 5篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1993年 | 2篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1983年 | 2篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1977年 | 1篇 |
1919年 | 1篇 |
排序方式: 共有80条查询结果,搜索用时 0 毫秒
71.
This study examined adolescents' feelings of being caught between parents to see whether this construct helps to explain (1) variability in their postdivorce adjustment and (2) associations between family/child characteristics and adolescent adjustment. Adolescents 10 to 18 years old (N = 522) were interviewed by telephone 4 1/2 years after their parents' separation. Feeling caught between parents was related to high parental conflict and hostility and low parental cooperation. Being close to both parents was associated with low feelings of being caught. The relation between time spent with each parent and feeling caught depended on the coparenting relationship. Adolescents in dual residence were especially likely to feel caught when parents were in high conflict, and especially unlikely to feel caught when parents cooperated. Feeling caught was related to poor adjustment outcomes. Parental conflict was only related to adjustment outcomes indirectly, through adolescents' feelings of being caught. 相似文献
72.
This study builds upon ongoing research of ecological mindedness by exploring how teachers appraise and incorporate ecological care, interconnectedness, and ecological integrity into lesson planning, as well as how teachers reconcile these qualities with their current professional responsibilities. These topics are explored through educational connoisseurship and criticism, using think alouds to learn from teachers as they plan lessons with the qualities of ecological mindedness as a framework. Findings indicate that teachers view ecological mindedness as relevant for schools in terms of content, engagement, and students’ lives; as compatible with standards and other external mandates; and as a form of character education. 相似文献
73.
The language people use to talk about something can constrain as well as facilitate understanding. This essay explores the lessons learned through a study of how people talked about music to examine what it can mean for museums and museum experiences. The study itself had people talk about their interest, background, and ways of engaging with music, then listen to random cuts of preselected music to talk about what they were hearing. Several themes emerged from the study, suggesting there are clusters to ways in which people frame their experiences of music, which extend to how people might understand the museum experience and what museums might do to make that experience more relevant. 相似文献
74.
Kem Z.K. Zhang Christy M.K. Cheung Matthew K.O. Lee 《International Journal of Information Management》2014
The prevalence of social media has provided consumers with many opportunities to post online reviews on a wide range of products on the Internet. In this study, we attempt to investigate the moderating effect of inconsistent reviews (i.e., a mix of positive and negative reviews) on consumers’ purchase decision. We further examine whether the effect will differ from female to male consumers. 相似文献
75.
Non-organic failure to thrive: Implications of placement through analysis of videotaped interactions
Clare F. Haynes Christy Cutler Jane Gray Kirstin OKeefe Ruth S. Kempe 《Child abuse & neglect》1983,7(3):321-328
This paper presents 6-month follow-up on a group of 16 infants hospitalized during the first months of life for non-organic failure to thrive (N-O FTT) and their mothers. Eight of these infants were placed in foster care and eight were returned home with their parents following hospitalization. The effects of placement on infant outcomes were examined through comparison of developmental scores and weight percentile changes, and the implications of foster care placements for mother-infant interactions were examined through analysis of patterns of interaction in videotaped sessions of feeding and play six months after hospital discharge. This analysis snowed that (1) mothers in both groups failed to make significant progress in resolving their own emotional or psychological conficts through treatment available; (2) weight and developmental status of the infants did not improve as expected in either group, and finally that (3) the patterns of interaction between mother and infant showed little change over time, and, regardless of placement at home or in foster care, remained concerning. 相似文献
76.
Christy D. McGee 《Teaching Education》2013,24(3):359-369
This paper discusses a 2-year study conducted in a professional development school involving Master of Arts in Teaching intern teachers and at-risk readers in Grades 2-6. A reading club for the at-risk readers provided the setting for intern teachers to conduct action research. The premise of the work was twofold: to develop intern teachers' action research skills, and to improve the reading skills of at-risk readers. Results indicate that intern teachers became more reflective and effective teachers through working with students in the club, and the students showed gains in reading skills and a more positive self-perception. 相似文献
77.
Christy Lang Hearlson 《Religious education (Chicago, Ill.)》2013,108(5):581-593
This article offers a critique of consumer culture that draws on Augustine’s vision of human consciousness, exploring consumerism’s formative effects on the memory, attention, and imagination of consumers. Drawing on William Cavanaugh’s analysis of consumers’ disposition of detachment, it explains how consumer culture distorts memory, attention, and imagination in consumers. It addresses the effects of consumerism on declarative, episodic, and procedural memory, on open awareness and concentration, and on intellectual, fantasy, empathy, and strategic imagination. The author suggests that religious educators should consider their work a form of reattachment therapy. 相似文献
78.
79.
Jessica R. Botfield Anthony B. Zwi Alison Rutherford Christy E. Newman 《Sex education》2018,18(6):705-720
In a multicultural nation such as Australia, it is important for young people from migrant and refugee backgrounds to have access to quality relationships and sexuality education, as they are known to be less well engaged with mainstream services. A study was undertaken to explore the complexities and opportunities for engaging this group with sexual and reproductive health information and care in Sydney, Australia. Interviews were undertaken with 27 migrant and refugee young people (aged 16–24 years), and 34 expert informants. Relationships and sexuality education was a dominant theme throughout both data sets. Nearly all young people reported that they were unable to discuss sexuality or sexual health with their parents, and most identified secondary school as the place where they first learned about these issues. Other sources of information were identified as the Internet, friends, health professionals and pornography. Participants appeared to have limited awareness of the different services available to them. Schools, as well as other education settings such as universities, private colleges and intensive English centres, are well placed to deliver relationships and sexuality education, and for migrant and refugee young people these may be valuable settings in which to access information rarely discussed in family or community environments. 相似文献
80.
Elizabeth Swanson Elizabeth A. Stevens Nancy K. Scammacca Philip Capin Alicia A. Stewart Christy R. Austin 《Reading and writing》2017,30(8):1639-1665
Understanding the efficacy of evidence-based reading practices delivered in the Tier 1 (i.e. general classroom) setting is critical to successful implementation of multi-tiered systems, meeting a diverse range of student learning needs, and providing high quality reading instruction across content areas. This meta-analysis presents evidence on the effects of Tier 1 reading instruction on the reading outcomes of students in Grades 4–12, and a synthesis of effects for students identified as struggling readers. Results from this meta-analysis of 37 publications conducted between 2000 and 2015 reveal significant, positive effects for Tier 1 reading instruction on comprehension and vocabulary outcomes. A synthesis of the results for struggling readers indicates that they maintained or improved reading comprehension over struggling readers receiving typical instruction. 相似文献