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排序方式: 共有190条查询结果,搜索用时 15 毫秒
41.
Librarians at Central Oregon Community College's Barber Library explored how to best serve the needs of three satellite campuses across a large geographic region. While initially intending to start an embedded librarianship program, a pair of surveys showed the relationships and awareness necessary for the foundation of such a program were lacking. Using the information gathered in the surveys, the authors attempted to identify and implement methods for building better relationships and greater library awareness across all campuses. 相似文献
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Simon P. Funge Dana J. Sullivan Kirsten Tarter 《Early Childhood Education Journal》2017,45(5):603-611
The Dolly Parton Imagination Library (DPIL) program encourages reading among families of preschool children by mailing age-appropriate books, once per month, until the child reaches the age of five. An evaluation of a DPIL program in a southern state in the U.S. was conducted to assess the impact on enrolled children. Focus groups were conducted and a survey was administered to over 100 parents of children in the program to determine parents’ satisfaction with–and assessment of–the program relative to its activities and stated outcomes. To what extent the program promoted reading in the family, and children’s enjoyment of reading and school readiness was explored. In addition, family communication styles and relationships were assessed relative to these outcomes. The parents reported that the program introduced more diverse reading choices, fostered their children’s love of reading, promoted cognitive development and readiness for school, increased use of public libraries, and encouraged family interaction. Some differences in reading activities based on family communication styles were found. As well, parents provided recommendations for outreaching to underserved children. Implications of these findings for groups that sponsor this program and for further research are presented. 相似文献
44.
In a climate where, it is claimed, children now spend very little time out of doors because adults fear for their safety and impose a ‘zero risk childhood’ on them, Forest School aims to offer learners the opportunity to take ‘supported risks’. This study investigated perceptions of risk associated with the outdoors, held by children, their parents and practitioners, and whether accessing Forest School impacts on these perceptions of risk. Practitioners were generally either strongly risk-averse or strongly permissive; Forest School influenced them to be less risk-averse in some respects. Parents held ambiguous perceptions, wanting to keep their children very safe but also to help them develop strong and confident attitudes to risk. Implications for research and practice are discussed. 相似文献
45.
Asja Maass Kirsten Kollhörster Annemarie Riediger Vanessa MacDonald Arnold Lohaus 《European Journal of Psychology of Education - EJPE》2011,26(3):339-353
The present study focuses on the short-term effects of electronic entertainment media on memory and learning processes. It
compares the effects of violent versus non-violent computer game content in a condition of playing and in another condition
of watching the same game. The participants consisted of 83 female and 94 male adolescents with a mean age of 17.6 years.
The dependent variables are memory for previously learnt verbal and visual material, memory for media-related content and
physiological measures of stress (heart rate, cortisol, salivary alpha-amylase). Besides the group comparisons, potential
mediation effects and gender differences were examined. The results show that violent content leads to a poorer memory performance
for verbal material and to an increased heart rate. The heart rate, however, does not mediate the effect on memory performance.
Genders differ regarding their abilities to memorise verbal and visual material, with females showing a better performance
(independent of the experimental condition), and for memorising media-contents, where the males outperform females (also independent
of experimental condition). The study supports the assumption that violent and arousing media content has a negative short-term
effect on simultaneous information processing and learning and that there are gender-specific media effects. 相似文献
46.
Following the reframing of "Deaf" as a cultural and linguistic identity, ethnic minority members of Deaf communities are increasingly exploring their plural identities in relation to Deaf and hearing communities of affiliation. This article examines Maori Deaf people's perceptions of identity, during a coinciding period of Tino Rangatiratanga (Maori cultural and political self-determination and empowerment)1 and the emergence of Deaf empowerment. Interviews with 10 Maori Deaf participants reveal experiences of enculturation into Maori and Deaf communities and how they negotiate identity in these contexts. Consistent with the model of contextual identity in Deaf minority individuals of Foster and Kinuthia (2003), participants expressed fluid identities, in which Maori and Deaf aspects are both central but foregrounded differently in their interactions with hearing Maori, Deaf Maori, and the wider Deaf community. This New Zealand case study illustrates how changing sociopolitical conditions affect Deaf minority individuals' opportunity to achieve and express identification with both Deaf-world and family heritage cultures. 相似文献
47.
Adam B. Wilson Kirsten M. Brown Jonathan Misch Corinne H. Miller Barbie A. Klein Melissa A. Taylor Michael Goodwin Eve K. Boyle Chantal Hoppe Michelle D. Lazarus 《Anatomical sciences education》2019,12(1):61-73
While prior meta-analyses in anatomy education have explored the effects of laboratory pedagogies and histology media on learner performance, the effects of student-centered learning (SCL) and computer-aided instruction (CAI) have not been broadly evaluated. This research sought to answer the question, “How effective are student-centered pedagogies and CAI at increasing student knowledge gains in anatomy compared to traditional didactic approaches?” Relevant studies published within the past 51 years were searched using five databases. Predetermined eligibility criteria were applied to the screening of titles and abstracts to discern their appropriateness for study inclusion. A summary effect size was estimated to determine the effects of SCL and CAI on anatomy performance outcomes. A moderator analysis of study features was also performed. Of the 3,035 records screened, 327 underwent full-text review. Seven studies, which comprised 1,564 participants, were included in the SCL analysis. An additional 19 studies analyzed the effects of CAI in the context of 2,570 participants. Upon comparing SCL to traditional instruction, a small positive effect on learner performance was detected (standardized mean difference (SMD = 0.24; [CI = 0.07, 0.42]; P = 0.006). Likewise, students with CAI exposure moderately outscored those with limited or no access to CAI (SMD = 0.59; [CI = 0.20, 0.98]; P = 0.003). Further analysis of CAI studies identified effects (P ≤ 0.001) for learner population, publication period, interventional approach, and intervention frequency. Overall, learners exposed to SCL and supplemental CAI outperformed their more classically-trained peers as evidenced by increases in short-term knowledge gains. Anat Sci Educ. © 2018 American Association of Anatomists. 相似文献
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Karryn L. Brown Kirsten B. Seale Louis Y. El Khoury Michael Posthumus William J. Ribbans Stuart M. Raleigh 《Journal of sports sciences》2017,35(15):1475-1483
Several genetic loci have been associated with risk of Achilles tendon pathology (ATP) within South African and Australian populations. The aim of this study was, therefore, to evaluate eight previously implicated genetic variants in an independent British population. A total of 130 asymptomatic controls (CON) and 112 participants clinically diagnosed with ATP comprising 87 individuals with chronic Achilles tendinopathy (TEN) and 25 with Achilles tendon ruptures (RUP) were included. All participants were genotyped for variants within the COL5A1, MIR608, IL-1β, IL-6 and CASP8 genes. Primary findings implicated COL5A1 and CASP8. Three inferred allele combinations constructed from COL5A1 rs12722, rs3196378 and rs71746744 were identified as risk modifiers. The T–C–D combination was associated with increased risk of ATP (P = 0.023) and RUP (P < 0.001), the C–A–I combination was associated with increased risk of ATP (P = 0.011), TEN (P = 0.011) and RUP (P = 0.011) and the C–C–D combination was associated with decreased risk of ATP (P = 0.011) and RUP (P = 0.004). The CASP8 rs3834129 DD genotype was associated with decreased risk of TEN (P = 0.020, odds ratio: 0.45, 95% confidence interval: 0.22–0.90) and the CASP8 I–G (rs3834129–rs1045485) inferred allele combination was associated with increased risk of TEN (P = 0.031). This study further highlights the importance of polymorphisms within COL5A1 and CASP8 in the aetiology of ATP. 相似文献
50.
Niels Hermens Sabina Super Kirsten T. Verkooijen Maria A. Koelen 《Research quarterly for exercise and sport》2017,88(4):408-424
Purpose: Despite the strong belief in sports programs as a setting in which socially vulnerable youth can develop life skills, no overview exists of life skill development in sports programs serving this youth group. Therefore, the present systematic review provides an overview of the evidence on life skill development in sports programs serving socially vulnerable youth and, insofar as it was investigated in the included studies, of the conditions conducive to life skill development in these sports programs. Method: Potentially relevant studies published during 1990 to 2014 were identified by a search in 7 electronic databases. The search combined terms relating to (a) sport, (b) youth AND socially vulnerable, and (c) life skills. Eighteen of the 2,076 unique studies met the inclusion criteria. Results: Each included study reported that at least 1 life skill improved in youth who participated in the studied sports program. Improvements in cognitive and social life skills were more frequently reported than were improvements in emotional life skills. Only a few of the included studies investigated the conditions in the studied sports programs that made these programs conducive to life skill development. Conclusions: Sports programs have the potential to make a difference in the life skill development of socially vulnerable youth. This conclusion needs to be treated with some caution, because the studies experienced many challenges in reducing the risk for bias. Several alternative research strategies are suggested for future studies in this field. 相似文献