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161.
Lucinda Lee Roff David L. Klemmack Kristina Jaskyte Lina Kundrotaite Brigita Kimbriene Jurate Macijauskiene 《Educational gerontology》2013,39(7):577-585
Having regained independence from Russia in 1990, Lithuania is in the process of developing a social service system to meet the needs of its older citizens. This paper describes the current situation of older persons in Lithuania and the early stages of gerontology education and gerontological service provision in that nation. Future social service providers (n = 22) who participated in one of Lithuania's first gerontological education training programs completed the 17 items of Kogan's Attitudes Toward Old People Scale. Results indicate that future service providers hold generally neutral to positive attitudes toward older persons. The absence of negative attitudes toward older persons among the first generation of Lithuanian gerontological service providers bodes well for the development of gerontology education and services for older persons in Lithuania. 相似文献
162.
This paper serves as a summation of literature on children's attitudes toward older adults and aging. Research indicates that the vast amount of information available provides varying levels of understanding toward children's actual views of older adults. Differences between measurements, settings, and procedures stand as barriers in cross-comparison of studies and findings. There is a need for early aging education and as well as consistent research methods. 相似文献
163.
Stephanie Lichtenfeld Reinhard Pekrun Robert H. Stupnisky Kristina Reiss Kou Murayama 《Learning and individual differences》2012,22(2):190-201
This article reports about the development and validation of a measurement instrument assessing elementary school students' achievement emotions (Achievement Emotions Questionnaire-Elementary School, AEQ-ES). Specifically, the instrument assesses students' enjoyment, anxiety, and boredom pertaining to three types of academic settings (i.e., attending class, doing homework, and taking tests and exams). Scale construction was based on Pekrun's (2006) control-value theory of achievement emotions. The instrument was tested using samples from German and American elementary school classrooms. The results of Study 1 (German sample) corroborate the reliability and structural validity of the new emotion measure. Moreover, they show that students' achievement emotions were linked with their control and value appraisals as well as their academic performance, thus supporting the external validity of the measure as well as propositions of Pekrun's (2006) control-value theory of achievement emotions. Study 2 (American sample) corroborated the cross-cultural equivalence of the measure and the generalizability of findings across the German and American samples. Implications for research on achievement emotions and educational practice are discussed. 相似文献
164.
Margareta Widarsson Birgitta Kerstis Kristina Sundquist Gabriella Engstr?m Anna Sarkadi 《The Journal of perinatal education》2012,21(1):36-44
The aim of this study was to describe expectant mothers’ and fathers’ perceived needs of support during pregnancy. Twenty-two women and 10 men were interviewed in four focus groups and 13 individual interviews. Systematic text condensation was performed to analyze the data. Parents described not only a broad spectrum of social support needs but also needs of psychological and physical support. They also requested to share their experiences with others. The foci of care and parents’ needs of support are more harmonized with medical support than with psychological and emotional support. Mothers’ needs were predominately addressed in the health services, but fathers often felt “invisible.” Antenatal services may need to offer more customized individual support and emphasize peer support in groups; the challenge is to involve both parents through communication and encouragement so they can support each other. 相似文献
165.
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167.
Kristina Rolin 《Higher Education in Europe》2000,25(2):201-205
Arguments used to justify gender equality in higher education often appeal to values which belong to the social context of science (human rights, efficient use of human resources, economic growth), and hence, may appear to practicing scientists as policy interventions from the outside. The author suggests that arguments which appeal to the values internal to scientific communities (objectivity, rationality, and truth) can be used to bring the goal of gender equality in higher education closer to practicing scientists and academics. Two such arguments in support of gender equality in higher education are presented. 相似文献
168.
The Health Promoting Schools in Europe initiatives have highlighted the importance of health education in schools. Although health education is inter-disciplinary, biology teachers have an important role in teaching about health and in the formation of policy. Health education needs therefore to be part of initial teacher education programmes for those who are preparing to teach biology in secondary schools. Student teachers in England and Sweden have been involved in a pilot study that is investigating two aspects of teaching health education. The first element of the study has used questionnaires and small group discussions to explore biology student teachers’ perceptions of teaching about health as part of biology. In the second phase student teachers have been investigating secondary pupils’ understanding about aspects of health. In this paper we report on the initial findings and consider the implications of these results for the teaching of biology in secondary schools. 相似文献
169.
E. S. Tidningarnas Telegrambyrå Mats Knutson Jacob Sundberg Anki Gundhäll Professor Lars Gustafsson Alan Dershowitz Svante Nycander Bengt Johansson Magnus Eriksson Lotta Gustavson Marianne Gunnarsson Kristina Vallström Monique Wadsted Mary Ann Glendon Professor Gerhard Radnitzky Jescheck Anders Victorin Johan åsard Lars Isaksson 《Minerva》1991,29(3):321-385
170.
Elizabeth Dorrance Hall Kristina M. Scharp 《Journal of Applied Communication Research》2018,46(4):429-446
An undergraduate college student’s ability to transition successfully to college has been identified as one of the most pressing concerns for institutions of higher education. To understand the challenges associated with transitioning to college and suggest interventions from a communication perspective, we test a mediational model based on family communication patterns theory (FCP) and the communication apprehension perspective (CA). The model examines the influence of FCP and CA on students’ perceptions of the impact of the college transition on their lives. A survey of 2252 students about to transition to college indicated that conversation orientation was associated with lower CA. Both conversation orientation and conformity orientation were associated with more positive perceptions of the impact of the transition to college. An indirect effect was found from conversation orientation to the perceived impact through CA. Practical implications for college retention specialists and educators, families, and students including a pre-transition visualization intervention are discussed. 相似文献