全文获取类型
收费全文 | 257篇 |
免费 | 2篇 |
专业分类
教育 | 181篇 |
科学研究 | 19篇 |
各国文化 | 3篇 |
体育 | 29篇 |
文化理论 | 1篇 |
信息传播 | 26篇 |
出版年
2023年 | 4篇 |
2022年 | 3篇 |
2021年 | 2篇 |
2020年 | 5篇 |
2019年 | 12篇 |
2018年 | 15篇 |
2017年 | 17篇 |
2016年 | 19篇 |
2015年 | 5篇 |
2014年 | 11篇 |
2013年 | 67篇 |
2012年 | 9篇 |
2011年 | 9篇 |
2010年 | 7篇 |
2009年 | 7篇 |
2008年 | 7篇 |
2007年 | 4篇 |
2002年 | 2篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1999年 | 2篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1996年 | 1篇 |
1995年 | 2篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1991年 | 3篇 |
1990年 | 1篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1986年 | 2篇 |
1985年 | 3篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1979年 | 3篇 |
1977年 | 2篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1974年 | 3篇 |
1973年 | 1篇 |
1972年 | 2篇 |
1970年 | 1篇 |
1931年 | 1篇 |
1929年 | 1篇 |
1926年 | 1篇 |
1924年 | 1篇 |
1922年 | 1篇 |
1898年 | 1篇 |
1833年 | 1篇 |
排序方式: 共有259条查询结果,搜索用时 15 毫秒
141.
Jaime Lester 《Community College Journal of Research & Practice》2013,37(10):822-837
A review of the articles in this issue highlights how gender as a lens, construct, and identity shapes each current issue within the community college. Using the articles in this issue as a basis, this final article provides a series of recommendations for researchers and practitioners who are interested in identifying causes, methods, and practices for creating more democratic and pluralistic environments. 相似文献
142.
Michelle E. Schmidt Jaime L. Marks Lindsay Derrico 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):205-217
Colleges are increasingly interested in ways to better engage students in their academic careers. This article reports 20 college students' experiences as mentors for at‐risk fourth‐graders through a mentoring program called The Learning Connection (TLC), run by the Community Services Office at Moravian College. The study describes students' voluntary participation in service learning activities as a source of student engagement, the characteristics of the TLC mentoring program, the process by which student mentors reported their experiences over the course of the academic year, and the benefits of the mentoring program through the eyes of the college student mentors. At the beginning of the mentoring experience, mentors reported that the primary reasons for mentoring were to make a difference in a child's life and supplement classroom learning. At the end of the academic year, mentors reported that mentoring taught them important lessons about children, themselves, community work and the value of mentoring. Mentor feedback supports mentoring, specifically, and service learning, generally, as a source of student engagement for college students. 相似文献
143.
Using the ECLS-K and considering first graders in single-grade and K–1 and 1–2 combination classes, I discuss the mechanisms underlying the combination-class effect and address the systematic school-, teacher-, and student-level differences that confound estimates of this effect. I find evidence for positive selection into 1–2 classes, but using a rich set of control variables, find no relationship between class type and student achievement in first grade within schools, and no difference in overall first-grade achievement between single-grade and combination schools in a matched school sample. The results I present suggest that first graders are not harmed by being in a combination class or by their schools offering combination classes. As long as other stakeholders such as parents, teachers, and students in other grades are not made worse off, these results suggest that offering combination classes may be a Pareto-improving option for school administrators. 相似文献
144.
Leanne Lester Donna Cross Thérèse Shaw Julian Dooley 《Cambridge Journal of Education》2012,42(2):213-233
This study aimed to investigate the causal pathways and factors associated with being involved in bullying behaviour as a bully-victim using longitudinal data from students aged 11–14 years over the transition time from primary to secondary school. Examination of bully-victim pathways suggest a critical time to intervene is prior to transition from the end of primary school to the beginning of secondary school to prevent and reduce the harm from bullying. Negative outcome expectancies from bullying perpetration were a significant predictor of being a bully-victim at the end of the first year of secondary school. The findings show an association between peer support, connectedness to school, pro-victim attitudes, outcome expectancies and level of bullying involvement. Implications for intervention programs are discussed. 相似文献
145.
146.
ResumenUna visión constructiva de la adquisición de los conceptos científicos implica conocer todos aquellos factores de tipo cultural que influyen en su aprendizaje. En este trabajo pretendemos justificar la relevancia del análisis semántico del uso del lenguaje por el alumno en la caracterización de dichos factores.Las tendencias actuales de la Filosofía del lenguaje y de la Psicología del aprendizaje coinciden en admitir el carácter interactivo de la relación entre lenguaje y pensamiento. Al mismo tiempo, los resultados de numerosas investigaciones muestran la interrelación entre lenguaje y ambiente cultural. Nuestra hipótesis subraya la importancia del análisis semántico del lenguaje ordinario y científico del alumno con el objetivo de identificar acepciones muy específicas que permiten estudiar la interacción cultura-aprendizaje. 相似文献
147.
Jaime Fernandez-Fernandez David Sanz-Rivas Benjamin Fernandez-Garcia Alberto Mendez-Villanueva 《Journal of sports sciences》2013,31(14):1589-1595
Abstract The aim of this study was to determine the match activity and physiological demands of women's tennis during a 3-day clay-court tennis tournament. The activity profile of eight players was determined by filming each competitive match with video cameras. Metabolic-perceptual measurements–blood samples and individual ratings of perceived exertion (RPE)–were taken while the players were sitting during permitted changeover breaks in play. The activity profile of the players was as follows: strokes per rally, 2.5 ± 1.6; rally duration, 7.2 ± 5.2 s; rest time between rallies, 15.5 ± 7.3 s; effective playing time, 21.6 ± 6.1%; work-to-rest ratio, 1:2.1. Blood lactate concentration [2.2 ± 0.9 mmol · l?1 (n = 50) vs. 2.2 ± 0.7 mmol · l?1 (n = 48)] and RPE values [12.2 ± 2.4 (n = 57) vs. 12 ± 2.3 (n = 57)] were not significantly different (P = 0.65–0.78) between service and return games. The results highlight the importance of taking these factors (i.e. activity patterns and physiological profile) into account when planning training strategies for competitive females players. As such, tennis training regimes should be adapted to the specific demands imposed by match-play in female players on a clay-court surface. 相似文献
148.
Students can struggle to understand and use terms that describe probabilities. Such struggles lead to difficulties comprehending classroom conversations. In this article, we describe some specific misunderstandings a group of students (ages 11–12) held in regard to vocabulary such as certain, likely and unlikely. We discuss our efforts to help the students use such terms appropriately. In particular, we show how engaging students in a game requiring the use of the terms helped them begin to develop their vocabulary more fully. We also explain how a probability ladder visual organizer helped students begin to organize their thinking about the meanings of terms relative to one another. 相似文献
149.
150.
Jaime A. Teixeira da Silva 《Publishing Research Quarterly》2014,30(1):166-178
Snub publishing is a new term that was coined in 2013 to describe a range of publishing cases in which the failure of quality control manifested itself through references in such a way that it would cause unintended damage to snubbed scientists whose names or identity were incorrectly represented in the literature. In this paper, real case studies are presented, mostly related to the author as a “victim” of incompetent editorial oversight, inexperienced or biased authors, or as a “victim” of direct professional conflicts of interest. In essence, this paper serves as a prototype showing in concrete terms how a scientist can or may be professionally snubbed (intentionally or unintentionally). Using the Anthurium literature, this paper aims to raise awareness about snub publishing and seeks to encourage other scientists to also quantify how they too may have been professionally snubbed in the literature. 相似文献