全文获取类型
收费全文 | 64篇 |
免费 | 0篇 |
专业分类
教育 | 35篇 |
科学研究 | 7篇 |
各国文化 | 3篇 |
体育 | 2篇 |
文化理论 | 2篇 |
信息传播 | 15篇 |
出版年
2021年 | 1篇 |
2019年 | 1篇 |
2018年 | 2篇 |
2016年 | 2篇 |
2014年 | 4篇 |
2013年 | 21篇 |
2012年 | 3篇 |
2011年 | 1篇 |
2010年 | 4篇 |
2008年 | 3篇 |
2007年 | 2篇 |
2006年 | 1篇 |
2005年 | 1篇 |
2004年 | 2篇 |
2003年 | 2篇 |
2000年 | 1篇 |
1999年 | 1篇 |
1995年 | 2篇 |
1987年 | 1篇 |
1985年 | 1篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1919年 | 1篇 |
排序方式: 共有64条查询结果,搜索用时 31 毫秒
21.
Increased religiosity is associated with a variety of improved outcomes, especially for youth in disadvantaged contexts. Although youth involved in child welfare may experience protective effects of religious participation or values, little is known about the impact of maltreatment on religious development. Using the National Survey of Child and Adolescent Well-Being, a nationally representative study of child welfare involved families, correlates of religious attendance and importance of religion for youth were investigated using weighted logistic regression at two waves 18 months apart. Youth self-reports of religious attendance and their ratings of its importance were associated with religious attendance of their caregivers, whether birth-parents or foster parents. Foster parents were more likely to attend religious services than birth parents. Increases in youth attendance from Wave 1 to Wave 2 were associated with high youth religious importance at Wave 1, whereas decreases in attendance were associated with moving between home and foster placements. Increases in religious importance from Wave 1 to Wave 2 were associated with religious attendance at Wave 1 and with the youth being Black. 相似文献
22.
23.
Nihat Polat Ashley Zarecky-Hodge James B. Schreiber 《The Journal of educational research》2016,109(5):541-553
Utilizing the National Assessment of Educational Progress (NAEP) data, this study examined (1) how fourth and eighth-grade ELLs' mathematics and reading scores on national tests compared to their non-ELL peers' scores over the testing period between 2003 and 2011, and (2) if gender and ethnicity contributed to variation in the growth patterns among the student groups across grade levels and content areas. Since the NAEP data, which provides a national sample of 10,000–20,000 students, is collected using a probability sample design, sampling weights are adjusted so inferences can be appropriately made. Sample sizes within NAEP are large enough to generate adequate power for statistical significance. Thus, to display the data in a multivariate mode, Tableau 8.0.0 software was used. Results suggested that the achievement gap between non-ELLs and ELLs is either steady or slightly widening in both mathematics and reading, with multiple paths across the content areas, grade levels, and gender and ethnic groups. 相似文献
24.
ABSTRACTThe authors provide an overview of what capstone courses do by presenting information from across the field based on materials received from and interviews with technical and professional communication program administrators and faculty. The authors then point to opportunities to improve the course. Finally, the authors argue for sustainable program development as the theoretical framework to perform programmatic work. 相似文献
25.
27.
28.
In this work, our goal is to examine the attitude of the Greek scientific community towards Quantum Mechanics and establish
the history of teaching of this theory in Greece. We have examined Physics textbooks written by professors of the University
of Athens, as well as records of public speeches, university yearbooks from 1923 to 1970, articles in popular scientific magazines,
political and philosophical publications and lemmas of encyclopedias that were influencing the public at the time.
Our research shows that Quantum Mechanics in Greece was involved in the debate between the political left and right and the
church organizations of the period, leading to an extremely idealistic misinterpretation of the theory. As a result, Quantum
Mechanics was late to establish itself in Greece, with the first structured and autonomous course on Quantum Mechanics appearing
as late as 1962. 相似文献
29.
30.