全文获取类型
收费全文 | 330篇 |
免费 | 6篇 |
专业分类
教育 | 204篇 |
科学研究 | 27篇 |
各国文化 | 9篇 |
体育 | 42篇 |
文化理论 | 1篇 |
信息传播 | 53篇 |
出版年
2023年 | 4篇 |
2022年 | 3篇 |
2021年 | 12篇 |
2020年 | 10篇 |
2019年 | 23篇 |
2018年 | 20篇 |
2017年 | 28篇 |
2016年 | 28篇 |
2015年 | 11篇 |
2014年 | 13篇 |
2013年 | 72篇 |
2012年 | 17篇 |
2011年 | 13篇 |
2010年 | 12篇 |
2009年 | 12篇 |
2008年 | 11篇 |
2007年 | 9篇 |
2006年 | 4篇 |
2005年 | 3篇 |
2004年 | 4篇 |
2003年 | 2篇 |
2001年 | 5篇 |
2000年 | 4篇 |
1999年 | 2篇 |
1998年 | 4篇 |
1996年 | 1篇 |
1995年 | 3篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1981年 | 1篇 |
1978年 | 1篇 |
1976年 | 1篇 |
1970年 | 1篇 |
排序方式: 共有336条查询结果,搜索用时 46 毫秒
231.
This project represents a replication of Russ, Simonds, and Hunt’s (2002) project that explored the influence of instructor sexual orientation disclosure on perceptions of teacher credibility and learning. Our purpose was to see if the original findings—that students perceive gay teachers as less credible and that they learn less than from a straight teacher—could be replicated in a sample of students from a different location and after more than 15 years from the original study. Employing a quasi-experimental methodology, we did not find the same result as they did: gay instructors were not rated lower in credibility and learning by the students in our sample. We provide some context and discussion around why this might be the case. 相似文献
232.
Students with learning disabilities face several challenges in postsecondary education settings. The authors explore the issue and shed light on the importance of self‐advocacy for academic success. The stepped care model (SCM) is suggested as an approach to assist college students with learning disabilities in developing these skills and obtaining services. A brief case example from 1 of the authors' work is shared to illustrate the use of the SCM with a student with a learning disability. 相似文献
233.
Justin A. Haegele Jihyun Lee Seung Ho Chang 《International Journal of Disability, Development & Education》2017,64(4):368-377
A preliminary study was conducted to investigate the physical activity status of parents of children with autism spectrum disorder (ASD) and related demographic characteristics. Thirty-four parents completed the IPAQ-S and demographic survey. Mean metabolic equivalent-minutes per week (MET-min/week) across participants was 3371. Significant correlations were found between parent’s age and moderate (τ = .287, p = .034) and vigorous (τ = .318, p = .020) physical activity minutes as well as vigorous (τ = .308, p = .021) and total (τ = .366, p = .005) MET-min/week. Similarly, significant correlations were found between child’s age and walking minutes (τ = .412, p = .002), walking MET-min/week (τ = .380, p = .005) and total MET-min/week (τ = .342, p = .010). This study provides current evidence about the physical activity participation of parents of children with ASD, and demonstrates a need for further research exploring barriers and facilitators towards physical activity for this population. 相似文献
234.
Ronald B. Meyers Michael Brody Justin Dillon Paul Hart Marianne Krasny Martha Monroe 《Environmental Education Research》2007,13(5):639-661
This article uses a series of interlinked, personal vignettes to discuss the first three years of the North American Association for Environmental Education research symposium, from the perspectives of the key organizers. Seven challenges in the field of environmental education research are identified in a recent historical context, and we illustrate how the symposium sought to address them. The challenges were, that: (i) environmental education research has been marginalized in some areas and not recognized in others; (ii) environmental education research and environmental education practice need to be brought closer together; (iii) environmental education research is still in early development of a professional perspective; (iv) environmental education research has to give a voice to early career scholars and graduate students; (v) environmental education research needs to enable discourse about both process and outcomes; (vi) environmental education researchers need social learning contexts to help develop professional identities and create more meaningful dialogue to address these challenges; and (vii) methodologies, theoretical frameworks and differences in beliefs in environmental education research need to be accommodated. The last challenge is seen as the most significant with which to continue to engage, in developing open, inclusive forums for researchers of environmental education. 相似文献
235.
In this article, we operationalize Communicatively Restricted Organizational Stress (CROS). CROS is a new variable previously conceptualized as a perceived inability to communicate about a particular stressor within an organizational context and operationalized as having two dimensions of prevalence and distress. The present investigation presents data from two studies (total N = 918) aimed at developing and validating a measure of CROS. In Study 1, we generated and tested a series of items intended to tap into the dual dimensions of CROS with currently employed organizational members (n = 373). In Study 2, we collected a second sample (n = 545) and confirmed the factor structure of the measure identified in Study 1. We present evidence of reliability, content validity, and construct validity. The final result is a two-dimensional measure of CROS we call the CROS-14. Our discussion includes information on implementation, scoring, and potential future applications of the CROS-14. 相似文献
236.
Justin Robert Keene Russell B. Clayton Collin K. Berke Travis Loof Paul D. Bolls 《Communication Research Reports》2017,34(3):265-274
The measurement of an individual’s heart rate has many relevant theoretical implications for communication research. However, there are reasons to believe that the most common way of reporting cardiac response—beats per minute (BPM)—might not be appropriate for all methodological situations. This article presents an overview of the historical use of cardiac activity within communication research, and provides a summary of the current conceptualizations of attention and resource allocation. To fully understand the difference between BPM and interbeat interval (IBI)—an alternate method for reporting cardiac response—a comparative analysis was performed on a data set from a previously published study. This article concludes with a set of suggestions that researchers may want to consider when utilizing BPM or IBI within communication research. 相似文献
237.
Kevin?A.?FallEmail author Justin?E.?Levitov Latoya?Anderson Harold?Clay 《International journal for the advancement of counseling》2005,27(1):47-56
This study explored African-Americans perceptions of various mental health professions through the ranking of confidence levels across five case vignettes of varying psychiatric severity. Results indicated that African-Americans viewed psychologists and doctoral level licensed professional counselors with similar levels of confidence and ranked doctoral level licensed professional counselors above masters level counselors in every case example. Congruent with previous studies, the African American sample was confident in counselors ability to treat less severe cases and less confident in their ability to treat more severe cases. 相似文献
238.
Justin C. Blankenship 《Journalism Practice》2016,10(8):1055-1071
Mobile journalism, whereby a single reporter must write, shoot, and edit their own news stories, is a rapidly growing trend among local television news organizations in the United States and around the world. Using qualitative case study methodology, specifically in-depth interviews and observation, this study compares “mobile journalists” with journalists working within a traditional television news crew, in which a reporter concentrates on the writing and interviewing aspects of newsgathering and a videographer concentrates on the audio/video production. The research looked at four aspects of “professionalization” found in the sociology of professions literature; expert knowledge, professional autonomy, routinization, and encroachment from outside organizations. Findings suggest that the mobile journalists in this study have less specialized expert knowledge. Also, though the mobile journalists felt that working outside a crew gave them greater autonomy, their increased use of work routines suggests they have given up some control to organizational needs. Additionally, there is evidence that these mobile journalists have allowed some encroachment by other professionals, specifically public relations professionals, in order to accomplish their work tasks within specified deadlines with limited time and resources. 相似文献
239.
The Effectiveness of a Large‐Scale Language and Preliteracy Intervention: The SPELL Randomized Controlled Trial in Denmark
下载免费PDF全文
![点击此处可从《Child development》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Dorthe Bleses Anders Højen Laura M. Justice Philip S. Dale Line Dybdal Shayne B. Piasta Justin Markussen‐Brown Marit Clausen E. F. Haghish 《Child development》2018,89(4):e342-e363
The present article reports results of a real‐world effectiveness trial conducted in Denmark with six thousand four hundred eighty‐three 3‐ to 6‐year‐olds designed to improve children's language and preliteracy skills. Children in 144 child cares were assigned to a control condition or one of three planned variations of a 20‐week storybook‐based intervention: a base intervention and two enhanced versions featuring extended professional development for educators or a home‐based program for parents. Pre‐ to posttest comparisons revealed a significant impact of all three interventions for preliteracy skills (= .21–.27) but not language skills (d = .04–.16), with little differentiation among the three variations. Fidelity, indexed by number of lessons delivered, was a significant predictor of most outcomes. Implications for real‐world research and practice are considered. 相似文献
240.
Justin Dillon 《Cultural Studies of Science Education》2008,3(2):397-416
This paper provides a critical commentary on a suite of eight papers, which focus on conceptual change research in science
education. Responses by Mercer, Smardon and Wells to a paper by Treagust and Duit are observed to reflect the backgrounds
of the three authors with Wells focusing on issues of ontology and the affective domain. Mercer and Smardon focus on issues
of identity and the role of dialog. Hewson’s, Vosniadou’s and Tiberghien’s responses to Roth, Lee and Hwang offer robust critique
of what appear to be exploratory ideas. To what extent the authors of the response papers enter into dialog with the papers
is discussed. How far research into learning in science has progressed since the 1980s is examined.
相似文献
Justin DillonEmail: |