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81.
Peter C. Rouse Joan L. Duda Nikos Ntoumanis Kate Jolly Geoffrey C. Williams 《European Journal of Sport Science》2016,16(1):106-114
This study describes the development and psychometric characteristics of an observational instrument that examines four aspects of interpersonal support (or lack of) provided during physical activity (PA) promotion consultations (i.e., Autonomy Support, Involvement, Structure and Interpersonal Control), as identified by Self-determination Theory (SDT). The reliability and validity of the Interpersonal Support in Physical Activity Consultations Observational Tool (ISPACOT) were examined within an exploratory randomised control trial. Recorded consultations (N = 42) conducted by qualified PA advisors (N = 14) at 13 leisure centres across the West Midlands (UK) were rated. Intra-class correlation coefficients (ICC) indicated moderate to high inter-rater reliability for overall interpersonal support (0.80), and the Autonomy Support (0.74), Involvement (0.73) and Structure (0.91) dimensions, but low reliability for Interpersonal Control (0.35). The advisors, who conducted PA promotion consultations that were rated as low in their interpersonally supportive features, were perceived by their clients as being less supportive (F(1,10) = 5.0, p <.05). Ratings on the ISPACOT differentiated advisors who were trained in SDT principles and those who were not. Overall, the findings provided preliminary evidence for the reliability and convergent validity of the ISPACOT. 相似文献
82.
Geoffrey Lloyd 《Metascience》2016,25(2):247-249
83.
Franciscah I. Wamocho Geoffrey K. Karugu Augustine Nwoye 《British Journal of Special Education》2008,35(4):221-229
In this article, Franciscah Wamocho, lecturer and chairperson, Geoffrey Karugu, senior lecturer, both in the Department of Special Education, and Augustine Nwoye, Associate Professor in the Department of Psychology, all from Kenyatta University in Nairobi, argue that people with disabilities are likely to need the support of counselling services. The study reported here sought to collect baseline data that could be used in designing a comprehensive guidance programme for students with disabilities in secondary phase special schools and vocational rehabilitation training centres in Kenya. A personal orientation inventory was employed to measure values and behaviours among 229 students with visual impairments, hearing impairments and physical disabilities. The results reveal that the students with special educational needs may be non‐self‐actualising. The trend suggests that students with special needs may be living in the past or future with a lot of regrets and negative sentiments. Taking account of insights derived from Maslow's theory of self‐actualisation and other related literature, the findings of this study appear to reinforce the need for a guidance and counselling programme to be developed for students with special educational needs in Kenya. This study reveals the direction that such a programme could take if it is to be of benefit to a Kenyan clientele with special educational needs. 相似文献
84.
Shawn van Etten Michael Pressley Geoffrey Freebern Marissa Echevarria 《European Journal of Psychology of Education - EJPE》1998,13(1):105-130
An important aspect of metacognition, one potentially affecting much of students’ academic efforts, was tapped in this study. College students’ beliefs about their academic motivation were elicited systematically using ethnographic interviewing. We reasoned that students are very conscious of their decisionmaking regarding academics, and thus, they would be able to report on many of the factors affecting their academic motivation. In general, the students reported that many factors affect their academic motivation, specifically, many more factors than have been considered in previous theoretical analyses of academic motivation, with students perceiving that interactions between motivational factors often are critically determinative of academic efforts and achievement. 相似文献
85.
Claire F. Smith Dasha L. Alderton Katie M. Clifford Geoffrey Wells 《Anatomical sciences education》2020,13(5):657-663
The importance of patient-centered decisions is embedded throughout clinical practice. The principle that the patient is at the center of all decisions has helped form the contemporary approach to death and dying. The concept of a “good death” will naturally mean different things to different individuals, but is based on the foundation of being pain free, comfortable, and able to make informed decisions. Potential donors are faced with many personal, ethical, and often spiritual considerations when they come to think about their wishes after death. One consideration is that of a “good death.” This article explores how the concept of a “good death” may be applied to anatomy. Where first-person consent is in place, the motivating factors frequently include the wish for others to learn from the donation, and this notion may form part of the “good death” for the donor. Such motivations may impact positively on how students feel about dissecting and may provide comfort, assuaging feelings of discomfort, and allowing students to focus on anatomical learning. For donors where second-person consent is in place, the concept of a “good death” must depend on whether the individual wanted to donate their body in the first instance. The notion of a “bad death” may also be considered with body donation where no consent for donation is in place. This article proposes that there is ultimately a place for the concept that a “good death” may involve an individual donating their body to medical education. 相似文献
86.
Geoffrey Walford 《牛津教育评论》2013,39(4):421-422
ABSTRACT Much research on school effectiveness has been characterised by largely overstated claims and poor modelling. School effectiveness research (SER) has tended to define ‘effectiveness’ in terms of a restricted and often inappropriate range of outcomes, to overlook the issue of curriculum alignment, to be limited by the absence of longitudinal data, and it has often been characterised by unsupported assumptions about the homogeneity of school ‘effects’. SER needs to provide justification for the interpretation of ‘effectiveness’ defined as the unexplained part of performance in a statistical model, and a much clearer conception of why certain relationships exist is required. SER has yet to demonstrate the extent to which differences among schools in their ‘effectiveness’ are really caused by identifiable factors within the school and, more importantly, factors within the school's control; evaluations of school improvement interventions are generally unconvincing in this respect. Repeated findings of ‘correlates’ associated with ‘effectiveness’ (particularly when the strengths of the associations are not reported) are no substitute for a well grounded understanding of the specific mechanisms by which schools have their effects. A number of recommendations for future research are made. 相似文献
87.
Experiment 1 investigated the behavior of rats trained to leverpress on a concurrent variable ratio (VR) 30 VR-30 schedule with a brief, 500-msec, light occurring at the midpoint of the ratio on one of the levers. Higher response rates were recorded on the lever associated with this stimulus, a finding that paralleled the effect produced by inserting primary reinforcement at the midpoint (i.e., by training on a concurrent VR-30 VR-15 schedule). Similar results were found in Experiment 2 using a concurrent VR-20 VR-20 schedule with a 2-sec visual stimulus presented midway through one of the components. In addition, a brief stimulus inserted midway through the VR-20 component of a concurrent VR-20 VR-10 schedule retarded the development of a difference in response rates between the components relative to a VR-20 VR-10 group lacking the signal. In Experiment 3, multiple VR VR schedules were used. Again, the response rate was higher in the component that had the added stimulus or, for a second group of subjects, on the component with the smaller response requirement. Probe-choice trials revealed a preference for the component that generated the higher rate in both groups. Presenting a stimulus partway through a ratio appears to reduce the effect on response rate and choice of a large ratio value. 相似文献
88.
Geoffrey Little 《The Journal of Academic Librarianship》2014,40(6):632-633
89.
Geoffrey Yeo 《Journal Of Archival Organization》2015,12(3-4):170-185
This article questions traditional assumptions that archival aggregations must always be rigidly defined. Technology allows archival institutions to respond to users' diverse requirements by empowering them to create multiple groupings and variable orders. To take advantage of these capabilities as archives become increasingly digital, a shift toward item-level orientation will be crucial. Users will still need information about context, but the digital future will almost certainly necessitate abandoning current methods in favor of documenting contextual relationships at item level. Respect for “fonds” and original order will retain some value but will no longer be the primary means of capturing context. 相似文献
90.
Loss of Institutional Trust Among Racial and Ethnic Minority Adolescents: A Consequence of Procedural Injustice and a Cause of Life‐Span Outcomes 下载免费PDF全文
David S. Yeager Valerie Purdie‐Vaughns Sophia Yang Hooper Geoffrey L. Cohen 《Child development》2017,88(2):658-676
This research tested a social‐developmental process model of trust discernment. From sixth to eighth grade, White and African American students were surveyed twice yearly (ages 11–14; Study 1, N = 277). African American students were more aware of racial bias in school disciplinary decisions, and as this awareness grew it predicted a loss of trust in school, leading to a large trust gap in seventh grade. Loss of trust by spring of seventh grade predicted African Americans’ subsequent discipline infractions and 4‐year college enrollment. Causality was confirmed with a trust‐restoring “wise feedback” treatment delivered in spring of seventh grade that improved African Americans’ eighth‐grade discipline and college outcomes. Correlational findings were replicated with Latino and White students (ages 11–14; Study 2, N = 206). 相似文献