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William P. Cooper 《Journal of Applied Communication Research》2018,46(4):509-533
This study examines religious disengagement among African-American young adults through a communicative lens. Drawing on in-depth interviews, we unpack the tensions between organizational and institutional disengagement in participants’ accounts and trace the relational factors shaping their use of specific stigma management strategies. Participants’ religious disengagement unfolded through encounters with new information that contradicted institutional teachings, ongoing struggles with institutional ideologies they found problematic, localized conflicts with specific church experiences, and family circumstances. Stigma management strategies were chosen to keep the peace within their social circles, protect loved ones from being hurt, care for themselves to ensure their best and most authentic self, defend themselves from perceived attacks and social censure, and come to a mutual understanding with confidants about disengagement. Theoretical implications pertaining to religious membership, organizational vis-à-vis institutional disengagement, and stigma management were discussed, along with practical recommendations to empower congregants to grow spiritually. 相似文献
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Sarah Ullrich-French Anne E. Cox Brittany Rhoades Cooper 《Measurement in physical education and exercise science》2016,20(1):63-74
Previous research has used cluster analysis to examine how social physique anxiety (SPA) combines with motivation in physical education. This study utilized a more advanced analytic approach, latent profile analysis (LPA), to identify profiles of SPA and motivation regulations. Students in grades 9–12 (N = 298) completed questionnaires at two time points assessing SPA and motivation regulations, psychological needs, enjoyment, effort, and characteristics of physical education peers. LPA identified four profiles representing Autonomous (13.4%), Average (39.3%), Low Autonomous (25.2%), and Autonomous and Introjected (22.1%). Profiles were replicated at a second time point, and evidence of profile measurement invariance across gender was found. A multivariate analysis of variance (MANOVA) showed profile differences. The model-based analytic approach to identify profiles of SPA and motivation regulations differed from cluster analysis profiles. The profiles were not driven by SPA, rather autonomous motivation is the dominant factor associated with physical education motivational experiences. 相似文献
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Bronwen Cowie Beverley Cooper 《Assessment in Education: Principles, Policy & Practice》2017,24(2):147-163
AbstractA number of trends are converging to drive the need for more informed teacher data use. These include advocacy for formative assessment and the need for teachers to account for student learning. In this context, assessment literacy and data literacy have emerged as a focus in research and professional development. Problematically, research signals that developing assessment/data literacy is challenging with evidence that teachers may not have mastered relevant aspects of mathematics and statistics. This paper reports lecturer, student teacher and school leader views of the role and requirements of data literacy using data from a larger study into how to foster student teacher mathematical thinking for the breadth of teacher professional work. Data were generated via interviews, surveys and document analysis. Findings suggest a concern and opportunity to develop assessment/data literacy as this calls on mathematical and statistical understanding. 相似文献
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Children’s interests are a common foundation for early childhood curricula. Yet, little research is available about the fundamental nature of children’s interests and analytical ways to recognize and engage with these. Early work on children’s interests adopted a psychological perspective and associated interests with activity choices. Recent work has taken a sociocultural perspective, arguing that more analytical interpretations of children’s interests can occur through a deeper understanding of children’s funds of knowledge from their lives in their families and communities, and their inquiries that result. This paper draws on a qualitative, interpretivist study in two early childhood centres in Aotearoa New Zealand to extend this work and argue that children’s ‘real questions’ are the fundamental source of their interests. The interpretations presented of children’s questions also challenge earlier psychological research that suggested children cannot imagine their future selves until late in the early childhood period. A revised continuum of children’s interests and examples of interpretations of children’s real questions are proffered for further consideration in other early childhood contexts. Further, the paper argues that interests-based curriculum is justifiable in the early years through likely leading to a range of long-term outcomes valued by societies. 相似文献
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