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151.
Justin Robert Keene Eric E. Rasmussen Collin K. Berke Rebecca L. Densley Travis Loof Robyn B. Adams 《Journal of Applied Communication Research》2019,47(2):153-174
Parental coviewing – the act of being present when a child is watching television – can influence the child’s cognitive processing and emotional reactions. This study investigated the role coviewing has on the child’s cognitive processing – which is evidenced by the phasic psychophysiological orienting response to three types of information: plot explicit, educational explicit, and implicit inference. An experiment was conducted that measured the heart rate of children (N?=?88; mean age?=?9.12 years) while watching messages either with or without a parent present in the room. It was predicted, and found, that coviewing leads to greater resource allocation to encoding the message – as indicated by phasic cardiac deceleration, and that information that required internal processing, such as plot explicit or implicit inferential content, leads to greater resources allocated to internal processing – as indicated by phasic cardiac acceleration. Implications for parental mediation strategies and educational television programming are given. 相似文献
152.
Robert Zheng Derek Smith Marilyn Luptak Robert D. Hill Justin Hill Randall Rupper 《Educational gerontology》2013,39(9):635-645
ABSTRACTThis study investigated the redundancy effect on older and younger persons’ cognitive performance in a caregiver video training. Participants (N = 92) were recruited from one research-intensive university and three senior centers in a midsize city in the western United States. The mixed within- and between-subjects design was used. Participants watched the caregiving video with caption followed by a video without caption or vice versa depending on the condition. The results showed that older persons benefited from the redundancy learning whereas younger persons suffered from the redundancy learning. Implications of the findings are discussed with suggestions for future research. 相似文献
153.
Research in Higher Education - Increasing mature-age access to education and training in a way that is responsive to changing labour market needs is a key policy challenge. In this paper we examine... 相似文献
154.
Pauline Louise Slot Dorthe Bleses Laura M. Justice Justin Markussen-Brown Anders Højen 《Early education and development》2018,29(4):581-602
Structural quality in childcare centers is considered a precondition for process quality, which in turn is related to children’s outcomes. However, the evidence on relations between structural and process quality is mixed. Moreover, despite strong theoretical claims, empirical evidence supporting the indirect relation of structural features through process quality on child outcomes is scarce. The current study contributes to the knowledge by (a) investigating the direct relations of structural teacher and classroom features with growth in children’s language and preliteracy skills in a sample of more than 3,000 children, (b) studying the associations of process quality with children’s outcomes using the widely used Classroom Assessment Scoring System Pre-K observational measure among more than 400 teachers, and (c) testing indirect effects of structural quality through process quality on growth in children’s skills. Process quality was generally directly positively associated with gains in children’s language and preliteracy skills, whereas structural quality showed few direct relations. In addition, the average level of children’s initial language and preliteracy skills were positively related to gains, as was classrooms’ proportion of non-Danish children (indirectly through process quality). The results illustrate the complexities of relations between structural and process quality and children’s outcomes and warrant further research. 相似文献
155.
Recent research on motivation to learn science shows that science teaching usually supports students’ systemising, but not their empathising cognition. In this paper we argue that empathy, with due caution, should be emphasised in science learning more seriously and consistently, particularly in a Science|Environment|Health pedagogy that aims at fostering the mutual benefit between the three interlinked educational fields. After briefly recapitulating research results about the empathising-systemising (E-S) theory and motivation to learn science, the paper describes the science of empathy and then reflects on the opportunities and challenges of introducing empathy into science teaching. Many studies of effective science learning can be found that involve empathising, though this usually is not made explicit. Thus, bringing empathy into play sheds another light on successful science learning and helps in unfolding its full potential. Moreover, considerations about the role of values in science education entail the insight that, when it comes to complex socio-scientific issues, including empathy is not only useful, but actually vital. The concept of reflective equilibrium, taken from applied ethics, provides a framework for the consideration of both systematic and empathic aspects in science teaching. This undervalued approach promises to involve all students and is therefore a genuine science for all approach. 相似文献
156.
Justin C. Ortagus 《Research in higher education》2018,59(8):1035-1058
This study examines the influence of first-year online enrollment on the long-term academic outcomes of postsecondary students. Using a nationally representative sample and propensity score weighting, I find that enrolling in some online courses is associated with lower odds of dropping out of college. Additional results reveal a positive relationship between enrolling in some online courses and sub-baccalaureate indicators of long-term academic success, such as earning an associate’s degree and transferring from a community college to a 4-year institution. 相似文献
157.
158.
This empirical study examines small firms’ strategies for capturing returns to investments in innovation. We find that small firms’ strategies are qualitatively different from those found in earlier studies of both small and large firms. Most of the small firms examined here find informal means of protection, such as speed to market or secrecy, more important than patenting. Only firms with university cooperation—typically R&D intensive and science-based small firms—were likely to identify patents as the most important method of appropriating innovation returns in their field. Thus, the strategic choice for most small firms is between secrecy and speed to market. Firms that cooperate in innovation with horizontal partners or significantly depend on vertical partners tend to prefer speed, whereas process innovators with modest R&D investments or few cooperative R&D activities display a preference for trade secrets. Indeed, cooperation activities greatly influence the choice of intellectual property strategy for small firms. Earlier research has emphasized patents and trade secrets as key strategies of appropriation, yet these strategies do not appear to be very beneficial for small firms engaged in cooperative innovation. These results raise policy questions regarding the functionality of the existing system of intellectual property rights. 相似文献
159.
Alan Peacock Sue Johnson John Parry Justin Dillon 《Environmental Education Research》2007,13(3):409-417
160.