全文获取类型
收费全文 | 276篇 |
免费 | 25篇 |
专业分类
教育 | 251篇 |
体育 | 10篇 |
信息传播 | 40篇 |
出版年
2023年 | 1篇 |
2022年 | 4篇 |
2021年 | 7篇 |
2020年 | 13篇 |
2019年 | 18篇 |
2018年 | 11篇 |
2017年 | 27篇 |
2016年 | 18篇 |
2015年 | 8篇 |
2014年 | 19篇 |
2013年 | 69篇 |
2012年 | 13篇 |
2011年 | 9篇 |
2010年 | 11篇 |
2009年 | 5篇 |
2008年 | 12篇 |
2007年 | 2篇 |
2006年 | 9篇 |
2005年 | 9篇 |
2004年 | 8篇 |
2003年 | 9篇 |
2002年 | 7篇 |
2001年 | 1篇 |
2000年 | 2篇 |
1999年 | 2篇 |
1997年 | 3篇 |
1996年 | 2篇 |
1990年 | 1篇 |
1985年 | 1篇 |
排序方式: 共有301条查询结果,搜索用时 7 毫秒
91.
ABSTRACTIn response to evidence that one in five college women are sexually assaulted, institutions of higher education have started adopting affirmative consent policies. Affirmative consent must be voluntarily and explicitly communicated—verbally or nonverbally. A recently published article highlighted barriers to the success of affirmative consent initiatives at the intrapersonal level. To extend this discussion, we identified barriers at each level of the Social Ecological Model. In our commentary, we discuss social determinants that are particularly relevant for campus sexual assault. There are elements in young people's micro-, meso-, exo-, and macrosystems that hinder their adoption of affirmative consent practices. We focus on gender as an aspect of the macrosystem that is a formidable barrier to the success of affirmative consent initiatives, influencing each of the other levels. Finally, we discuss how sexuality education might begin to address the social determinants of sexual assault. 相似文献
92.
Sequential Associations Between Caregiver Talk and Child Play in Autism Spectrum Disorder and Typical Development 下载免费PDF全文
Kristen Bottema‐Beutel Caitlin Malloy Blair P. Lloyd Rebecca Louick Linnea Joffe‐Nelson Linda R. Watson Paul J. Yoder 《Child development》2018,89(3):e157-e166
This study examined sequential associations between child play and caregiver talk in 98 caregiver–child dyads (Mmental age = 14 months). Fifty dyads included a child with autism spectrum disorder (ASD). Analyses revealed sequential associations between child play and caregiver follow‐in (FI) utterances (utterances related to the child's attentional focus) were stronger in the ASD as compared to the typically developing (TD) group. FI utterances were more likely to elicit functional play than caregiver‐focused utterances, and more so in the ASD group. Across groups, FI directives were more likely to elicit functional play than FI comments. These findings have important implications for research involving caregiver–child play as an early intervention context for children with ASD. 相似文献
93.
Montgomery KS 《The Journal of perinatal education》2003,12(1):51-53
Obesity contributes to multiple health problems during pregnancy and predisposes a woman to develop gestational diabetes. This column reviews the currently best Web sites that address gestational diabetes and obesity during the perinatal period. 相似文献
94.
This paper outlines the efforts of an Educational Psychology Service (EPS) to develop its practice in the area of research. It will argue that the Action Enquiry model of service delivery can empower teaching staff and may allow an effective means of change and improvement to take place in schools. This model steers research towards providing information about what works in context and has given teachers the impetus and ownership to evaluate their practice and the impact of their interventions. The benefits of this approach are outlined along with a few notes of caution that readers are urged to consider when negotiating research within a school. 相似文献
95.
The present research investigated the link between perceived event memorability and false-event rejection. In 2 studies, event salience, plausibility, and recency were manipulated. Study 1 showed that high-salience events elicited higher memorability ratings than low-salience events for 5-, 7-, 9-year-olds and adults. Plausibility and recency affected only 9-year-olds' and adults' judgments. Study 2 demonstrated that younger versus older children and adults were less likely to reject false events, and that older children and adults were more likely to reject false events based on salience than were younger children. High-recency false events were more likely to be rejected than low-recency false events. Consistent with prediction, recency moderated the effect of salience. The development of metamemorial awareness and rejection strategies is discussed. 相似文献
96.
Kristen Smith Sara Finney Keston Fulcher 《Assessment & Evaluation in Higher Education》2019,44(2):263-282
Globally, higher education institutions aim to assess and improve students’ learning. However, assessment practices often do not culminate in improved learning. For instance, in the United States, empirical examples of learning improvement in higher education are exceptionally rare. A disconnect between assessment practices and instruction at the classroom level likely contributes to scarce evidence of improvement. In the current study, we provide a didactic example of how outcomes assessment data can be integrated with data concerning the educational intervention students received. This type of information – referred to as implementation fidelity data – allows faculty to more accurately interpret outcomes assessment results, make informed modifications to educational interventions, and link learning improvements back to specific interventions. As more faculty purposefully integrate outcomes assessment data and implementation fidelity data, higher education will better demonstrate its worth. 相似文献
97.
Cable news schedule today is programed with a transition between objective reporting and subjective commentary. With this in mind, we address the question: to what extent does political ideology impact one’s estimation of factual content in the monologue of a partisan news host? Going beyond direct effects, we analyze two moderated mediation models, using news host as moderator and using parasocial relationship and source credibility as parallel mediators. Results show like-minded partisanship with a news host led to higher estimates of factual content, and this effect worked indirectly through credibility perceptions. Additionally, this process occurred more intensely for conservatives. 相似文献
98.
Megan Inman Amy E. Blevins Elizabeth Ketterman Kristen L. Young 《Medical reference services quarterly》2019,38(2):131-142
Over the years, library collections have vastly changed due to an ever-growing presence of resources available online. Many libraries have experienced a dramatic decrease in the circulation of physical materials with the shift to online availability of materials. It is of great value to ensure libraries are meeting the needs of their users, and this can be accomplished by identifying their information-seeking patterns. The aim of this article is to examine how faculty use the library and to identify what services and resources are of value to their work. 相似文献
99.
Martinez Antonio Estevan Gehrtz Jessica Rasmussen Chris LaTona-Tequida Talia Vroom Kristen 《Innovative Higher Education》2022,47(2):327-346
Innovative Higher Education - One way that university mathematics departments across the United States are making efforts to improve their introductory mathematics courses is by implementing or... 相似文献
100.
This study examined the nature and frequency of error in high school native English speaker (L1) and English learner (L2) writing. Four main research questions were addressed: Are there significant differences in students’ error rates in English language arts (ELA) and social studies? Do the most common errors made by students differ in ELA and social studies? Are there significant differences in the error rates between L1 and L2 students in ELA? Do L1 and L2 students differ in how frequently they make the most common errors in ELA? Written work of 10th and 12th grade students in five states was collected. The sample included 178 essays (120 in ELA and 58 in social studies) from 67 students (33 10th graders and 34 12th graders; 49 native English speaking students and 18 English learners). Results indicate that there were significant differences in the frequencies of errors between ELA and social studies, with higher error rates in social studies. In addition, L2 writers had significantly higher error rates than L1 writers in ELA. Aside from a few types of errors (spelling, capitalization, and some punctuation errors), most types of errors appear relatively infrequently in school-sponsored writing. Moreover, the eight most common errors accounted for a little more than half of all errors, and these did not differ significantly between ELA and social studies writing or between L1 and L2 writers. 相似文献