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61.
Jerry L. Allen 《Communication Research Reports》2013,30(4):341-343
This study investigated the influence that social and emotional support have on attributional confidence in the brother‐brother relationship. Two‐hundred thirteen males reported on the relationship with their brother. Social support dimensions of relational support, interpersonal depth, relational conflict and emotional support were examined as a function of attributional confidence. Results indicated positive relationships between social support dimensions of relational support and interpersonal depth with attributional confidence. Relational conflict was negatively related to attributional confidence. No significant relationship between emotional support and attributional confidence was observed. 相似文献
62.
Jo‐Anne Jamison Howard S. Erlich Jerry Douglas 《Journal of Applied Communication Research》2013,41(1):45-47
DYNAMICS OF IDEALISM: WHITE ACTIVISTS IN A BLACK MOVEMENT. By N.J. Demerath, III, Gerald Marwell, and Michael T. Aiken. San Francisco: Jossey‐Bass Inc., Publishers, 1971. $9.75. TOMS, COONS, MULATTOES, MAMMIES, AND BUCKS: AN INTERPRETIVE HISTORY OF BLACKS IN AMERICAN FILMS. By Donald Bogle. New York: The Viking Press, 1973. $12.50. RADICALS AND MILITANTS: AN ANNOTATED BIBLIOGRAPHY OF EMPIRICAL RESEARCH ON CAMPUS UNREST. By Kenneth Keniston in collaboration with Mary‐Kay Duffield and Sharon Marti nek. Lexington, Mass: D.C. Heath and Company, 1973. $15.00 相似文献
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64.
The aim of this paper is not to bury practical work in school science but to (once again) reconsider it. We draw on three main areas of discussion: accounts of science and ‘school science work'; teachers and others’ views of the nature of science; and our own data on teachers’ reactions to ‘critical incidents’ and practicals which go wrong. We use this as a basis for re‐thinking the role of practicals. An account of practical work is suggested which has as its main feature diversity rather than a single model or template. Within this diversity we believe that teachers should be open and honest with pupils about which type of practical work they are doing and why. We advocate that students should be made aware of the different kinds of practical work they do and the purposes of this practical work. In short, teachers should explain to students what type of practical work they are doing and why. Our second message is that teachers’ views about the nature of science both inform and are informed by their classroom practices and experiences‐‐especially during lab‐work. To encourage, promote and support critical reflection of these classroom practices and experiences is therefore a vital part of teacher professional development; this in time will promote science curriculum development. 相似文献
65.
Jennifer White Jonathan Morris Jerry Hinbest 《International journal of qualitative studies in education》2013,26(3):339-355
The development and implementation of a new school‐based suicide prevention education programme in one secondary school in Vancouver, British Columbia, recently provided us with an opportunity to conduct an in‐depth, qualitative case study. The purpose of our study was to deepen our understanding of how school‐based suicide prevention education programmes like this one get planned and enacted in particular, local settings. We argue that the narrow range of methodologies that have traditionally been deployed to study school‐based youth suicide prevention education programmes have hindered our ability to see the complexities and potentialities of this work. Through the presentation of a sub‐set of findings, we aim to show the possibilities for fresh thinking and contextualized understandings that a qualitative case study, informed by a constructionist methodology, invites. 相似文献
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Jerry R. Thomas 《Quest (Human Kinetics)》2013,65(1):112-127
Motor behavior is a significant area of scholarship with 64 Fellows from the American Academy of Kinesiology and Physical Education engaged in that work since 1930. This paper provides a brief overview of the history of research in motor development and motor control/learning, particularly noting the contributions to scholarship of Academy Fellows. Specifi cally, Academy Fellows who are frequently cited are highlighted as are the highly cited papers. In addition, significant books authored and edited by Academy Fellows from motor behavior are listed. 相似文献
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69.
Jerry R. Wilder 《Peabody Journal of Education》2013,88(4):188-192
A Comparative Study of the Secondary Eduaation of Girls in England, Germany, and the United States. By Yoshi Kasuya. 1933. New York: Teachers College, Columbia University. Pp. x + 211. Secondary Education. By Thomas H. Briggs. New York: The Macmillan Company, 1933. Pp. x + 577. Leadership Among High School Pupils. By Marion Brown. New York: Bureau of Publications, Columbia University, 1933. Pp. viii + 166. Administration of Enrichment to Superior Children in the Typical Classroom. By J. Edgar Dransfield. 1933. New York: Teachers College, Columbia University. Pp. v + 107. Bible Readings in Character and Citizenship. Compiled by A. L. Morgan. Cokesbury Press. The Romance Research. By L. V. Redman and A. V. H. Mory. Baltimore: The Williams and Wilkins Company, 1933. Pp. x + 149. History of the State Teachers College, Radford, Virginia, 1910–1930. By M'Ledge Moffett. Radford, 1932. Pp. xii + 143 + 142A. My Second Writing Book. By Jennie Wahlert and A. O. Leutheusser. Chicago: Laurel Book Company, 1933. Pp. 64. Nice arrangement. Interesting in formation. Varied content. M. R. Problems of Education in the United States. By C H. Judd. McGraw‐Hill, 1933. Pp. 214. The Psychology of Study. By C. A. Mace. R. M. McBride and Company. Pp. 96. Physiology of Muscular Activity. By E. C. Schneider. W. B. Saunders Company, 1933. Pp. 401. Basic Units in Mechanical Drawing—Book I. By Hoelscher and Mays. John Wiley and Sons, 1933. Pp. 288. The Junior Outline of History. By I. O. Evans. D. Appleton and Company, 1933. Pp. 295. An Introduction to Conrad. By F. W. Cushwa. Doubleday Doran, 1933. Pp. 436. The Influence of Familiarity Upon Children's Preferences for Pictures and Poems. By James E. Mendenhall and Marcia E. Mendenhaia. 1933. New York: Lincoln School, Columbia University. Pp. x + 75. The Library in the School. By Lucile Fargo. American Library Association, 1933. Pp. 479. Then and Now in Dixie. By Rose Mortemer Elizey Macdonald. New York: Ginn and Company, 1933. Pp. vii + 293. The Dilemma of Democracy. I. L. Kandel. Harvard University Press, 1934. Pp. 79. Do College Students Choose Vocations Wisely? Edward Sparling. Teachers College Bureau of Publications, 1933. Pp. 110. Student Aid in the Secondary Schools of the United States. By Verna A. Carley. New York: Columbia University, 1933. Pp. vii + 118. Responsibility for Rural‐School Administration. By Frank W. Cyr. New York: Teachers College, Columbia University. Pp. vi + 158. Annual and Semi‐Annual Promotion. By J. Armour Lindsay, 1933. New York: Teachers College, Columbia University. Pp. vii + 170. The Technique and Administration of Teaching. By Noble Lee Garrison. Cincinnati: American Book Co., 1933. Pp. xiv + 593. Little Carolina Blue Bonnet. By Mabel Pugh. New York: Thomas Y. Crowell Company, 1933. Pp. 171. Little girls from eight to twelve will enjoy this simple, charming story. It will be of Practical Exercises in News Writing. By Douglass Wood Miller. New York: D. C Heath and Company, 1933. Pp. 131. Heath Readings in the Literature of Europe. By Tom Peete Cross and Clark H. Slover. New York: D. C. Heath and Company, 1933. Pp. xv + 1194. The Founding of Maryland. By Matthew Page Andrews. New York: D. Appleton‐Century Company, 1933. Pp. xii + 367. The Case Method Technique in Professional Training. By D. Henryetta Sperle. New York: Teachers College, Columbia University, 1933. Pp. vi + 92. Adult Education and The Social Scene. By Ruth Kotinsky. New York: D. Appleton‐Century Company, 1933. Pp. xxi + 208. Skyscraper. By Elsa H. Naumburg, Clara Lambert, Lucy Sprague Mitchell. New York: The John Day Company, 1933. Pp. 80. The Community and Society. By Loran D. Osborn and Martin H. Neumeyer. Cincinnati: American Book Company, 1933. Pp. x + 468. 相似文献
70.
In this article, the author examines the role that teachers play in the moral development of American students. Historically, one of public education's purposes in America has been the development of moral citizens. However, educators currently face more academic accountability due to No Child Left Behind. Consequently, teachers must strike a balance between achieving quantifiable academic standards and assisting with students' character development. 相似文献