全文获取类型
收费全文 | 129篇 |
免费 | 1篇 |
专业分类
教育 | 94篇 |
科学研究 | 17篇 |
各国文化 | 3篇 |
体育 | 1篇 |
信息传播 | 15篇 |
出版年
2022年 | 2篇 |
2020年 | 2篇 |
2019年 | 7篇 |
2018年 | 8篇 |
2017年 | 7篇 |
2016年 | 5篇 |
2015年 | 1篇 |
2014年 | 6篇 |
2013年 | 30篇 |
2012年 | 1篇 |
2011年 | 4篇 |
2010年 | 2篇 |
2009年 | 3篇 |
2008年 | 5篇 |
2007年 | 1篇 |
2006年 | 2篇 |
2005年 | 3篇 |
2004年 | 3篇 |
2003年 | 6篇 |
2002年 | 2篇 |
2000年 | 3篇 |
1999年 | 1篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1993年 | 1篇 |
1991年 | 2篇 |
1989年 | 2篇 |
1986年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 3篇 |
1981年 | 1篇 |
1979年 | 1篇 |
1978年 | 3篇 |
1921年 | 2篇 |
1920年 | 2篇 |
1919年 | 2篇 |
1857年 | 1篇 |
排序方式: 共有130条查询结果,搜索用时 15 毫秒
41.
42.
A review of the research of Ference Marton and the Goteborg Group: A phenomenological research perspective on learning 总被引:3,自引:1,他引:3
This article reviews the work of Ference Marton and his group of researchers at the University of Goteborg in Sweden. It describes and explains research into: what students learn; how students approach studying; the relationship between approach to study and learning outcomes; what students understand learning to consist of; and whether it is possible to manipulate students' approach to studying in order to influence the learning outcomes. This review is intended to build up an overall picture of learning as seen from a phenomenological research perspective. 相似文献
43.
Michael T. Kalkbrenner Anna L. Lopez Jessica R. Gibbs 《Journal of College Counseling》2020,23(2):98-112
The aim of this study was to initially validate the REDFLAGS model, 8 cautionary warning signs of mental distress in college students. A test of internal consistency reliability and factor analysis supported the model's reliability and construct validity. Hierarchical logistic regression models endorsed the model's predictive validity; students’ recognition of the REDFLAGS model was significantly associated with increases in the odds of a peer‐to‐peer referral to the counseling center. Implications for college counselors are discussed. 相似文献
44.
Higher education marketing – does inducing anxiety facilitate critical thinking or more consumerism?
Paul Gibbs 《Journal of Marketing for HIGHER EDUCATION》2018,28(1):1-11
Consumerism acts to maintain the emotional reversal of work and family. Exposed to a continual bombardment of advertisements through a daily average of three hours of television (half of all their leisure time), workers are persuaded to ‘need’ more things. To buy what they now need, they need money. To earn money, they work longer hours. Being away from home so many hours, they make up for their absence at home with gifts that cost money. They materialize love. And so the cycle continues [Baumann, Z. (2007). Collateral casualties of consumerism. Journal of Consumer Culture, 7, 1]. 相似文献
45.
Paul Gibbs 《Educational Philosophy and Theory》2017,49(3):242-252
Higher education institutions are major concentrations of political, social, economic, intellectual and communicative resources. They reach freely across populations and cultures and connect to government, professions, industry and the arts. The neoliberal logic of markets has entered the realm of (higher) education. This leads to discourse on the benefits of education being positioned almost exclusively in terms of their effect on income. The perspective taken in the paper is the development of a happiness motive that asks education to challenge what it is to be a member of society: What moral and ontological stance one will seek to take in developing one’s future? The satisfied student perpetuates the current lifeworld in which they find themselves, seeking to improve the quality of the services provided. It is proposed that an overly emphasised desire satisfaction culture inhibits the edifying mission of universities. This is not to argue against high-quality service provision but to differentiate it from the edifying role of personal challenge, determination and social responsibility, conceptualised here as profound happiness or contentment, and the university’s role in its development. It calls for a different and more refreshing approach to higher education. 相似文献
46.
47.
Dr. Al Gibbs 《Research in Science Education》1991,21(1):348-348
This paper reports on 11 measures used as predictors of students' achievement in their first semester subjects. The students
were enrolled in the same four core subjects of a university general science course. Although a number of statistically significant
correlations were found, only one predictor variable, HSC aggregate mark, correlated significantly with each of the achievement
variables. One predictor variable entered four of the achievement regression equations, while two variables entered the fifth,
accounting for 34 to 54% of the variance. *** DIRECT SUPPORT *** A05A9011 00020 相似文献
48.
49.
Deborah E. Linder Megan K. Mueller Debra M. Gibbs Jean A. Alper Lisa M. Freeman 《Early Childhood Education Journal》2018,46(3):323-329
Reading skills are an important component of academic success for school-age youth, and are associated with increased academic performance and positive attitudes about school. The presence of an animal appears to reduce stress during reading. Therefore, the goal of this study was to assess the feasibility and effects of a 6-week after-school canine-assisted reading program in a public elementary school setting. Second-grade students were randomized to either an intervention group (n?=?14) in which they read to a registered therapy dog for 30 min once weekly for 6 weeks or a control group (n?=?14) with a standard classroom curriculum. Children’s reading skills were assessed biweekly and attitudes about reading were assessed pre- and post-intervention. The 6-week after-school canine-assisted reading program was feasible. Reading skill scores did not change significantly for either group. Although scores on recreational reading attitudes also did not change significantly for either group, the academic reading attitudes scores increased significantly in the intervention group (p?=?.002), but not in the control group (p?=?.06). These results support the benefits of an animal-assisted intervention for child literacy on children’s attitudes about reading and can inform future programs evaluating reading programs that include dogs. 相似文献
50.
Simon Gibbs 《教育心理学》2004,24(1):13-25
This paper presents some evidence of how scores in measures of vocabulary, short-term memory and phonological awareness obtained from young children (aged five, six and seven years) were related. Further data from a small-scale longitudinal study are also presented. The results are consistent with previous suggestions that with regard to working memory, “less is more” in that a relatively small memory span and age-appropriate vocabulary appeared advantageous to the acquisition of phonological awareness. 相似文献