全文获取类型
收费全文 | 510篇 |
免费 | 9篇 |
专业分类
教育 | 388篇 |
科学研究 | 19篇 |
各国文化 | 6篇 |
体育 | 47篇 |
文化理论 | 8篇 |
信息传播 | 51篇 |
出版年
2023年 | 3篇 |
2022年 | 3篇 |
2021年 | 6篇 |
2020年 | 5篇 |
2019年 | 12篇 |
2018年 | 21篇 |
2017年 | 25篇 |
2016年 | 18篇 |
2015年 | 13篇 |
2014年 | 15篇 |
2013年 | 128篇 |
2012年 | 12篇 |
2011年 | 13篇 |
2010年 | 9篇 |
2009年 | 15篇 |
2008年 | 12篇 |
2007年 | 10篇 |
2006年 | 12篇 |
2005年 | 8篇 |
2004年 | 15篇 |
2003年 | 10篇 |
2002年 | 4篇 |
2001年 | 8篇 |
2000年 | 7篇 |
1999年 | 3篇 |
1998年 | 5篇 |
1996年 | 6篇 |
1995年 | 3篇 |
1994年 | 5篇 |
1993年 | 9篇 |
1992年 | 6篇 |
1991年 | 3篇 |
1989年 | 8篇 |
1988年 | 7篇 |
1987年 | 3篇 |
1986年 | 6篇 |
1985年 | 13篇 |
1984年 | 4篇 |
1982年 | 6篇 |
1980年 | 4篇 |
1979年 | 2篇 |
1978年 | 6篇 |
1977年 | 4篇 |
1974年 | 2篇 |
1972年 | 2篇 |
1971年 | 4篇 |
1968年 | 4篇 |
1966年 | 2篇 |
1931年 | 2篇 |
1930年 | 2篇 |
排序方式: 共有519条查询结果,搜索用时 0 毫秒
41.
42.
Scott A. Mitchell 《传播与批判/文化研究》2018,15(3):197-212
This article introduces emergent memory, a conceptual extension to rhetorics of public memory, to describe memory’s genesis in sites built without commemorative commitments. Examining Detroit’s “8 Mile Wall,” a site built to reinforce segregated housing, this project argues the rhetorical tenets of emergent memory present in this space. As a relic of segregated history, the wall symbolically recalls the city’s controversial past, but has recently been the subject of a local mural project to redefine the wall’s purpose. Some consider this a step toward reclamation, as it visually repositions the disturbing remnant. For others, the murals simply cannot overwrite troubling memories of the city’s discriminatory history. This essay uses emergent memory to describe how the wall’s complicated mnemonic legacy simultaneously harkens to a difficult history and how the mural additions use that same legacy to convey an optimistic future for Detroit and those marked by this urban space. 相似文献
43.
Mitchell D. Chester 《Educational Measurement》2005,24(4):3-4
" No Child Left Behind is a law that makes good people bad and bad people worse."
相似文献
Declaration of the keynote speaker at the public forum on the No Child Left Behind Act in Columbus, Ohio, on November 17, 2004, sponsored by the Kappa Delta Pi International Honor Society in Education, the National Academy of Education, and the National Society for the Study of Education.
44.
45.
Various approaches have been used in training people to effectively function in a foreign culture. This paper reviews six approaches that are currently being used in cross-cultural training. The approaches reviewed are: (1) the intellectual approach, (2) the area simulation approach, (3) the self-awareness approach, (4) the culture awareness approach, (5) the behavioral approach, and (6) the interaction approach. The advantages of using an “integrated” approach to cross-cultural training is discussed and research is presented which supports the effectiveness of this approach. The results offer preliminary evidence that an integrated approach to training can improve participants' attitudinal satisfaction with their stay in another culture. Finally, the paper offers suggestions for the future direction of cross-cultural training. 相似文献
46.
Developmental trajectories of personal and collective self-concept among American Indian adolescents
Whitesell NR Mitchell CM Kaufman CE Spicer P;Voices of Indian Teens Project Team 《Child development》2006,77(5):1487-1503
Developmental trajectories of personal and collective self-concept were examined among American Indian adolescents. Personal self-concept (self-esteem) and collective self-concept (American Indian identity, Euro-American identity, community-mindedness) were assessed 6 times over 3 years in 4 cohorts of adolescents from 3 American Indian cultural groups (N=1,252). An accelerated longitudinal design was used to estimate developmental trajectories from 14 to 19 years; parallel-process and covariate models were used to examine variation in trajectories. Both personal and collective self-concepts were generally positive and showed small gains; they were moderately related to one another and differentially related to cultural group, gender, and perceived social support. The findings highlight the complexity of self-concept for American Indian youth and the significance of both personal and collective identity. 相似文献
47.
Mitchell RE 《Journal of deaf studies and deaf education》2006,11(1):112-119
The Survey of Income and Program Participation (SIPP) is one of a few national surveys that regularly collects data identifying the American population of persons with hearing loss or deafness. Estimates from the SIPP indicate that fewer than 1 in 20 Americans are currently deaf or hard of hearing. In round numbers, nearly 10,000,000 persons are hard of hearing and close to 1,000,000 are functionally deaf. More than half of all persons with hearing loss or deafness are 65 years or older and less than 4% are under 18 years of age. However, these findings are limited to those who report difficulty hearing "normal conversation" and do not include the larger population of persons with hearing loss for which only hearing outside the range and circumstances of normal conversation is affected. Policy makers, communications technology manufacturers, health and education service providers, researchers, and advocacy organizations have an interest in these results. 相似文献
48.
Donna Mathewson Mitchell 《Asia-Pacific Journal of Teacher Education》2013,41(4):414-425
In recent times there has been a cross-disciplinary amplification of interest in the concept of practice. In this context, there is a growing body of research considering how teaching and teacher education might be viewed using the conceptual lens of practice. In this article, I explore practice theories to identify common themes and principles that constitute a conceptual framework for the investigation of the lived experience of teaching. From this foundation, a methodological framework based on collaborative inquiry and postmodern emergence is derived. Examples are offered of the way the conceptual framework and methodological approach have been activated through the first stage of a research programme that collaboratively engages the dual voices of academic researcher and classroom practitioners as co-researchers. Analysis of qualitative data reveals the potential and limitations of this practice-based foundation as a way to know, understand and represent the complexity of teaching. In conclusion, the article develops a number of propositions as the basis for further research. 相似文献
49.
Christina M. Mitchell 《Community College Journal of Research & Practice》2013,37(1-4):141-153
Community college field placements often reflect a “vocational education” approach to outside‐the‐classroom learning, attempting to train students in specific skills and prerequisites for predetermined job slots. In the human services area, however, this may not be the most advantageous approach to producing innovative workers who will generate creative solutions to persistent and serious social problems. This study examined the impact of utilizing one popular university approach to field learning‐experiential learning coupled with social change agentry—with community college students. A criterion‐group field experiment was conducted, looking at paper‐and‐pencil measures, interviews, and archival data. It was found that the community college students were as willing to participate, were equally satisfied with the experience, and were as effective with their assigned cases as were the university students in this rigorous and demanding field placement. Community college administrators who are seeking to broaden their human service field settings should also consider successful university models of experiential learning as alternatives. 相似文献
50.