全文获取类型
收费全文 | 814篇 |
免费 | 23篇 |
国内免费 | 1篇 |
专业分类
教育 | 640篇 |
科学研究 | 21篇 |
各国文化 | 10篇 |
体育 | 59篇 |
文化理论 | 6篇 |
信息传播 | 102篇 |
出版年
2024年 | 3篇 |
2023年 | 3篇 |
2022年 | 8篇 |
2021年 | 7篇 |
2020年 | 25篇 |
2019年 | 25篇 |
2018年 | 51篇 |
2017年 | 45篇 |
2016年 | 54篇 |
2015年 | 26篇 |
2014年 | 41篇 |
2013年 | 198篇 |
2012年 | 41篇 |
2011年 | 35篇 |
2010年 | 32篇 |
2009年 | 22篇 |
2008年 | 30篇 |
2007年 | 19篇 |
2006年 | 13篇 |
2005年 | 28篇 |
2004年 | 16篇 |
2003年 | 21篇 |
2002年 | 10篇 |
2001年 | 3篇 |
2000年 | 4篇 |
1999年 | 9篇 |
1998年 | 3篇 |
1997年 | 6篇 |
1996年 | 4篇 |
1995年 | 4篇 |
1994年 | 3篇 |
1993年 | 4篇 |
1992年 | 4篇 |
1991年 | 4篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 3篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1983年 | 3篇 |
1981年 | 3篇 |
1980年 | 4篇 |
1977年 | 4篇 |
1973年 | 3篇 |
1970年 | 1篇 |
1969年 | 1篇 |
1966年 | 1篇 |
1962年 | 1篇 |
1956年 | 1篇 |
1907年 | 1篇 |
排序方式: 共有838条查询结果,搜索用时 93 毫秒
801.
Heather Davis 《Journal of Higher Education Policy & Management》2014,36(4):371-382
This paper locates ‘leadingful leadership literacies’ as a lens for considering changing contexts for leadership and work in higher education management. It makes a contribution to higher education leadership studies by offering an empirical account of expanded notions of leadership. These extend the field beyond those unwilling to critique managerialist knowledge claims. I will argue that not only managerialist practices per se are of concern as we face discontinuous change in the sector – changes which move well beyond rationalist truth claims – but that these remain largely unchallenged and have moved into spaces that should be (re)claimed by leadership. 相似文献
802.
Teresa Strong-Wilson Amarou Yoder Heather Phipps 《Changing English: An International Journal of English Teaching》2014,21(1):79-93
This article explores the attraction of Canadian elementary teachers to children’s stories that narrate trauma, particularly the trauma associated with First Nations peoples’ experiences in Canadian residential schools as told by Indigenous authors. The teachers’ responses to these texts are conceived of as occurring within a ‘contact zone,’ situated between dominant white culture (the culture shared by the teachers) and the historically marginalized cultures represented in the stories. An interpretative lens of critical nostalgia is developed, placing the question of contact zones within the context of memory studies, trauma studies, curriculum theory and critical pedagogies related to remembrance. The paper identifies the need for developing critical nostalgia as a productive form of pedagogical remembrance, drawing on Roger Simon’s adaptation to an educational context of Walter Benjamin’s notion of the dialectical image. 相似文献
803.
Jill R. Glassman Heather M. Franks Elizabeth R. Baumler Karin K. Coyle 《Sex education》2014,14(5):497-509
Most interventions designed to prevent HIV/STI/pregnancy risk behaviours in young people have multiple components based on psychosocial theories (e.g. social cognitive theory) dictating sets of mediating variables to influence to achieve desired changes in behaviours. Mediation analysis is a method for investigating the extent to which a variable X (e.g. intervention indicator) influences an outcome variable Y (e.g. unprotected sex) by first influencing an intermediate variable M (e.g. self-efficacy to use a condom) and provides a way for empirically validating theoretical hypothesised mediators. In this way, mediation analysis is a critical tool for suggesting which components of complex interventions should be the focus of more efficient and effective interventions in the future. The present study applied multilevel mediation analysis to outcome data from the All4You2! study to begin to examine the relationships between a theory-based HIV/STI/pregnancy prevention curriculum for students attending alternative high schools who were at risk of educational failure. The study targeted psychosocial mediating variables and the primary outcome unprotected sex in the past three months. Results suggest helping young people attending alternative schools identify and avoid exposure to risky situations and improving their self-efficacy to refuse sex should be focal points of future interventions. 相似文献
804.
Karin K. Coyle Pamela M. Anderson Heather M. Franks Jill Glassman James D. Walker Vignetta Eugenia Charles 《Sex education》2014,14(5):582-596
Romantic relationships are central in the lives of young people. This paper uses data on romantic relationships from urban youth in the USA to illustrate how using a relationships perspective in HIV/STI and pregnancy prevention programmes broadens the skills and content covered, and contextualises the learning to enhance relevance and use. Self-report survey data were collected using electronic handheld devices for a school-based randomised trial. The survey sample includes 911 young people (mean age = 12.4 years) representative of their schools. Logistic regressions explored associations between selected sexual behaviours and relationship characteristics. For all participants, having more boy/girlfriends, dating alone, ever touching and ever having had oral sex were associated with an increased likelihood of having vaginal sex. Among young people with current partners, having a partner three or more years older, length of relationship and ever having oral sex were associated with an increased likelihood of having vaginal sex. The study data confirm the importance of accounting for relationships in sexual risk reduction programmes, and provide avenues for enhancing the relevancy of typical school-based prevention programmes. 相似文献
805.
Rebecca Mitchell Charalambos Y. Charalambous Heather C. Hill 《Journal of Mathematics Teacher Education》2014,17(1):37-60
Representations are often used in instruction to highlight key mathematical ideas and support student learning. Despite their centrality in scaffolding teaching and learning, most of our understanding about the tasks involved with using representations in instruction and the knowledge requirements imposed on teachers when using these aids is theoretical. In this study, we examine the task and knowledge demands for teaching integer operations with representations by analyzing teaching practice. Teaching integer operations is used as an intensity case, as integer operations are challenging for students, and teachers are often required to employ several representations to teach this topic. Following a practice-based approach while also taking prior literature into consideration, we first generate a list of tasks entailed in teaching with representations and then discuss the knowledge demands imposed on teachers to successfully undertake this work. We highlight these tasks and knowledge demands by analyzing and discussing an integer addition and an integer subtraction episode for each of two teachers, Bonita and Karen. Based on our analysis, we organize the generated knowledge components using the Mathematical Knowledge for Teaching framework. We conclude by drawing implications for teacher educators and curriculum developers. 相似文献
806.
Heather A. Davis Mei-Lin Chang Carey E. Andrzejewski Ryan R. Poirier 《Learning Environments Research》2014,17(2):263-286
The purpose of this study was to examine changes in students’ relational engagement across the transition to high school in three schools reformed to improve the quality of student–teacher relationships. In order to analyze this data we employed latent growth curve (LGC) modeling techniques (n = 637). We ran three LGC models on three indicators of relational engagement: perceived teacher press (Middleton and Midgley in Contemp Educat Psychol 27:373–391, 2002), perceived teacher support (Goodenow in Psychol Sch 30:79–90, 1993a), and perceived school belonging (Goodenow in J Early Adolesc 13, 21–43, 1993b). For each model we estimated the latent means of the observed variables, the intercept, and the slope. Our hypothesized model for each of the variables included estimates for the contribution of team status (no team, cross-team, pure teamed), total absences in 8th grade, race (white/non-white), gender, gifted status, and socio-economic status. Alternate models were run dropping non-significant exogenous variables from the model one at a time. In each case, the hypothesized models, including five exogenous predictors, evidenced poor fit. However, alternate models including fewer exogenous predictors evidenced better fit, allowed for the estimation of intercept differences and rate of change, and accounted for significant amounts of variance in relational engagement. Findings are situated within the context of school reform designed to improve relational engagement. 相似文献
807.
Heather L. LaMarre Kristen D. Landreville Dannagal Young Nathan Gilkerson 《Mass Communication and Society》2014,17(3):400-423
This multi-experiment study builds upon extant political entertainment theory, testing whether satire type (horatian versus juvenalian) cues varying processing mechanisms (message discounting versus resource allocation), and if consequential differences to argument scrutiny levels or message persuasiveness result. Using novel stimuli (e.g., animated cartoons, study one) and real-world late-night political satire (The Daily Show and The Colbert Report, study two), results suggest that satire type was a key antecedent in political humor message processing. Additionally, the varying mechanisms had differential effects on political argument scrutiny levels and message persuasiveness. 相似文献
808.
809.
This text introduces recently completed research on ‘no touch’ sports coaching, by placing it in a broader social context which problematises the way child abuse and child protection (or safeguarding) are conceived and discussed in terms of policy and practice. It also provides a brief indicative summary of the research findings and offers a discussion of moral panic, risk society and worst case thinking, before drawing on Foucault's work on governmentality to offer an explanation of how the current situation arose. The authors suggest that the approach to discussing child abuse, and the guidelines and training stemming from the dominant discourse, for the most part initiated by the NSPCC's Child Protection in Sport Unit, together create an environment in which many coaches and PE teachers are confused and fearful, and consequently unsure of how to be around the children and young people they teach and coach. 相似文献
810.
Heather K. Vincent Cong Chen Laura A. Zdziarski Jonathan Montes Kevin R. Vincent 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):448-458
The purposes of this research were to quantify the kinematics of the lacrosse shot, based on arm dominance and player experience level. Male players (N = 39; 14–30 years; high school [n = 24], collegiate [n = 9], professional [n = 6]), performed overhead shots using dominant and non-dominant sides. Motion was captured using a high-speed, 12-camera optical system and high-speed filming. Body segment rotational velocities and joint angles were determined at key points in the shot cycle from foot contact (0% of shot) to ball release (100% of shot). All players shot with less anterior trunk lean, less transverse shoulder rotation, and slower trunk-shoulder rotational velocities with the non-dominant side than the dominant side (all p < 0.05). Professional players produced crosse angular velocities 21% faster than high school or collegiate players (p < 0.05). Transverse shoulder rotation range of motion on both dominant and non-dominant and trunk rotation sides was highest in the professional players (p < 0.05). These kinematic features enable professional players to produce faster ball speeds than younger players (138 ± 7 km/h vs. 112 ± 15 km/h, respectively; p < 0.05). Less anterior lean or suboptimal rotation sequence could increase proximal shoulder forces that could contribute to injury as in other throwing sports. 相似文献