全文获取类型
收费全文 | 340篇 |
免费 | 12篇 |
专业分类
教育 | 314篇 |
各国文化 | 5篇 |
体育 | 3篇 |
文化理论 | 1篇 |
信息传播 | 29篇 |
出版年
2022年 | 2篇 |
2021年 | 4篇 |
2020年 | 3篇 |
2019年 | 15篇 |
2018年 | 13篇 |
2017年 | 18篇 |
2016年 | 16篇 |
2015年 | 6篇 |
2014年 | 12篇 |
2013年 | 87篇 |
2012年 | 6篇 |
2011年 | 10篇 |
2010年 | 12篇 |
2009年 | 8篇 |
2008年 | 12篇 |
2007年 | 14篇 |
2006年 | 12篇 |
2005年 | 16篇 |
2004年 | 14篇 |
2003年 | 8篇 |
2002年 | 8篇 |
2001年 | 7篇 |
2000年 | 6篇 |
1999年 | 3篇 |
1998年 | 1篇 |
1997年 | 4篇 |
1996年 | 5篇 |
1995年 | 5篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1992年 | 6篇 |
1991年 | 1篇 |
1990年 | 3篇 |
1989年 | 1篇 |
1987年 | 1篇 |
1985年 | 4篇 |
1983年 | 1篇 |
1982年 | 3篇 |
1978年 | 1篇 |
1977年 | 1篇 |
排序方式: 共有352条查询结果,搜索用时 15 毫秒
131.
To examine the influence of ethnic idenilty and intergroup contact on adolescents' attitudes toward other ethnic groups, we studied eighth and eleventh graders from 2 predominantly non-white school districts. Surveys completed by 547 adolescents from 3 ethnic groups (133 African Americans, 219 Latinos, and 195 Asian Americans) assessed in-group and out-group attitudes, out-group interaction, out-group contact, and ethnic identity. A causal model suggested 2 pathways leading to positive out-group attitudes. In one pathway, ethnic identity increased with age and predicted positive in-group attitudes; these attitudes contributed to positive out-group attitudes. In a separate pathway, ethnic diversity outside of schcool led to more out-group interaction in school, which in turn predicted positive out-group attitudes. The results support developmental and multiculturalism views of intergroup relations. 相似文献
132.
This paper focusses on the schooling stories of two young women who moved from mainstream schooling into alternative learning program set up for Indigenous students and back into mainstream schooling to complete their Year 12 education. The manner in which these young women narrated their stories is understood through the prism of Indigenous notions of relatedness and affect theory and is as revealing as the actual reporting of the events and rationales in these young women’s schooling trajectories. Young people’s insights into the challenges of mainstream pedagogies and promises of relational pedagogies invite us to consider what could be different in structures and processes which aim to deliver educational equity. We argue there is a need for more research which offers rich accounts of the emotional and relational fields which underpin student subjectivities and engagement. 相似文献
133.
The identity of the underachiever has become synonymous with the stereotypical identity of boys. Teachers know what underachievement looks like: it looks like a boy who is bright, but bored. Evidence from a research study reported here demonstrates that teachers are more likely to select boys as underachievers than girls and that teachers construct underachievement differentially by gender. The consequence is that underachievement in girls is often overlooked or rendered invisible. Underachievement is concerned with potential not lack of ability, while high and low achievement are concerned with performance. It becomes a matter of concern if teachers perceive boys as the vessel of potential and of latent ability, while the high achievements of girls are seen to be about performance, not ability. 相似文献
134.
Nada M. Goodrum Katherine E. Masyn Lisa P. Armistead Ivette Avina Marya Schulte William Marelich Debra A. Murphy 《Child development》2021,92(4):1403-1420
Mothers living with HIV (MLH) must navigate disclosing their serostatus to their children, but the longitudinal impact on families remains unknown. This study examined HIV disclosure, parenting, parenting stress, and child adjustment among 174 MLH-child dyads (aged 6–14; 35% Latinx; 57% Black/African American). Quantitative data were collected over four waves spanning 15 months. Qualitative data were collected with 14 families in which disclosure had occurred. Latent change score modeling revealed that disclosure led to improvements in parenting stress, communication, and relationship quality. Disclosure did not predict child adjustment. Qualitative themes contextualized these findings, revealing stability and improvements in family functioning. MLH should be supported in disclosing their serostatus to their children to minimize parenting stress and bolster parenting skills. 相似文献
135.
Debra Lucas 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(4):309-316
Assessment is a required component of strategic planning and decision making in any library. Interlibrary loan surveys can provide data regarding user satisfaction levels for accuracy, thoroughness, convenience, and turnaround time. As interlibrary loan librarians at D'Youville College, we believed that our patrons were satisfied and impressed with the library's recent service improvement initiatives. However, we did not have any concrete data that would help drive future strategic decisions. We were short on staff time and resources and wondered how a small library staff could create an assessment tool and then analyze the results. 相似文献
136.
137.
A questionnaire was returned by 241 (79%) graduates and 75 (31%) of the inactive students of a nontraditional BA degree program. A profile of each type of adult learner was presented and differences between the profiles in age and ethnic affiliation are discussed. The two groups did not differ in primary reason for seeking a degree or a nontraditional program, but graduates gave more reasons in each case. Graduates were more likely to perceive dispositional, communication, and program variables as assets. Inactive students were more likely to perceive time to study and cost of courses as problems. Results are compared to the concept of educational barriers.Dr. Losty is Associate Dean of the Faculty at Stephens College, Columbia, Missouri. She has served as Associate Director and Director of Stephens College Without Walls. Ms. Kreilick is a graduate of Stephens College. 相似文献
138.
The Central Arizona–Phoenix Long‐Term Ecological Research (CAP LTER) project includes training elementary and secondary teachers. This training component, Ecology Explorers (EE), prepares teachers in grades 4 through 12 to teach about ecological principles and processes. The EE pedagogy employs scientific inquiry and data collection protocols. This study attempted to capture the impact of the EE training on how teachers were integrating their training knowledge and what support systems influenced the pedagogy. The research‐evaluation design used cohort panels to address questions regarding immediate and long‐term impacts. Inquiry methods were based on survey questionnaires with ordinal and reflective questions. Some of the key findings were: (1) it takes less than a year to integrate the use of scientific protocols into teaching practices, (2) current scientific methodologies appear to support student use of the Internet for research purposes, and (3) both internal and external school support are necessary to ensure protocol integration and Internet use. 相似文献
139.
Changing discursive practices is necessary for educational social justice and is made possible through the interanimation of diverse ways of knowing that create dynamic tensions and challenge reliance on narrow views of what counts as legitimate knowledge. In this article, we accept the challenge that Reid and Valle put forth in creating new discourses of possibility through the animation of sociocultural and critical theory as they might apply to the interrogation of two aspects of the meaning-making process: (a) the interanimation of voices across systems as a condition of reculturing institutions and communities of practice, and (b) instructional activity settings in educational contexts (e.g., disciplinary apprenticeships). We conclude this article by examining possibilities for collaborative research activity. 相似文献
140.
The trend in the curriculum design of programs for young children with developmental disabilities has been toward an approach
which emphasizes everyday skills taught in regular routine activities. With the enactment of Public Law 99-457, the Individuals
with Disabilities Act (IDEA), states were mandated to provide services for three-to five-year-old preschoolers with developmental
disabilities. 相似文献