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Gail T. Fairhurst Jerry Monroe Jordan Kurt Neuwirth 《Journal of Applied Communication Research》2013,41(4):243-263
The purpose of this study was to identify and test the influences that lead individuals to actively manage the meaning of a company Mission Statement. Communication about a company Mission Statement was hypothesized to be a function of an individual's information environment, level of work unit commitment, trust in management, and organizational role. The Management of Meaning Scale (MMS) was developed to assess specific meaning management behaviors. The MMS was cast as the chief dependent variable in a path analysis using LISREL. The general model was well supported. Implications for practices associated with Mission Statement implementation are discussed. 相似文献
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Julie Herron 《Journal of Early Childhood Teacher Education》2013,34(4):360-372
This case study involved examination of the evolution of mathematical beliefs of three prekindergarten teachers. The researcher followed three teachers at one school in west Alabama over the course of 6 months as they implemented a new mathematics curriculum in their pre-K classrooms. Interviews were conducted prior to implementation and at the end of the school year. Classroom observations were done throughout the implementation process. Three themes emerged from the data (a) math resources for the pre-K classroom, (b) pushing beyond—thinking mathematically, and (c) instructional strategies used the pre-K classroom. These themes revealed how all of the teachers' perceptions of early childhood mathematics curriculum and instruction evolved during the course of the study. These findings have implications for early childhood teacher education programs and professional development. 相似文献
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Deborah A. Moberly Jerry L. Waddle R. Eleanor Duff 《Journal of Early Childhood Teacher Education》2013,34(4):359-366
Abstract Much has been written about the problems associated with reliance on extrinsic rewards and punishment in controlling behavior and motivating students. This study explores the use of extrinsic rewards and punishment by prekindergarten ‐ grade 3 teachers in Missouri. The purpose of the study was to (a) determine the most common motivational practices and classroom management strategies being used by prekindergarten ‐ grade 3 teachers; (b) determine the range of costs of rewards given to children and the source of these funds; (c) determine administrative and parental support; and (d) determine what influenced the teachers’ choices of behavior management strategies. Results of the study indicated that a significant majority of the respondents chose good instructional practices of the teacher as having the most positive influence on child behavior. However, most of the teachers responding continued to use extrinsic rewards and punishment to achieve acceptable behavior management and student motivation. In addition to reviewing the recent literature on extrinsic rewards and punishment, the authors discuss the implications of the findings for teacher educators and for those responsible for professional development programs for teachers. © 2005 Elsevier Inc. All rights reserved. 相似文献
115.
Jerry Freischlag 《Research quarterly for exercise and sport》2013,84(2):250-255
Abstract Eighty-four subjects were randomly selected from intercollegiate sport groups of basketball, baseball, football linemen, football backs, track distance runners, track field and sprint men, and nonathlete males. Subjects submitted to a muscular endurance task employed to determine pain tolerance during which Galvanic Skin Response measures of arousal were obtained. The Bernreuter Personality Inventory was administered to each subject following the treatment. Data were treated by ANCOVA and discriminant analysis techniques for sport and nonsport group comparisons of pain tolerance, arousal, and personality. No differences were found among groups. 相似文献
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This experiment compared three sequence versions (logical, scrambled, and reverse frame orders) of the guided discovery program, Number Series, used by Gagné and Brown in their 1961 study. Sixteen ninth-grade algebra students in each of the three sequence groups plus a control group served as the subjects. While the logical order group was the only sequence group to perform significantly better than the controls on both a test of concepts and a problem solving test, none of the three sequence groups differed significantly from each other on posttest performance. Logical group students did, however, make significantly fewer program errors. They also tended to consider the program “interesting,” whereas scrambled and reverse order groups felt “neutral” about the program. 相似文献
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Character development has long been an assumed if not easily observed goal of physical activity. Shields and Bredemeier(1995, 2001) proposed a structural developmental model of moral action strongly based on the work of Rest (1984, 1994) along with the significant contributions of Piaget (1923), Kohlbcrg (1981, 1984), and Haan (Haan, Aerts, & Conper, 1985). Adventure education is an experientially based approach that utilizes cooperative physical activities to foster self esteem, trust, communication skills, self awareness, confidence, and the ability to problem solve (Bissnn, 1999: Prouty, 1999). The purpose of this paper is lo explore how adventure-based intervention strategies correspond with the theoretical tenets and implementation guidelines of the model of moral action. The major tenets of the model of tnoral action (Shields & Bredemeier, 1995, 2001) and adventure education are discussed. The extent to which adventure education may act as a conduit for the moral education strategies forwarded by the model of moral action is discussed. 相似文献
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