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171.
AbstractGiven that conservation education is a primary goal for zoos, it is important to study how changes in exhibit design in the same facility (with the same animals and visitor base) can impact short- and long-term conservation knowledge, attitudes, and behavior (KAB) amongst visitors. However, there is very limited research on this topic. Our goal was to conduct a comprehensive post-occupancy evaluation to study this impact at two exhibits that underwent renovations at Zoo Atlanta, using rigorous methodology and addressing limitations in previous research. We did not find significant differences in KAB scores when comparing the pre- and post-renovated exhibits. This is contrary to the existing view that renovations from non-naturalistic to naturalistic exhibits (and/or renovations to displays and signage) will improve KAB. Future researchers should continue to use rigorous methods to obtain valid and reliable measures of the impact of zoo exhibits and exhibit renovations on conservation-related KAB. 相似文献
172.
Lauren Erdreich 《Diaspora, Indigenous, and Minority Education》2016,10(1):1-13
This article looks at an Islamic teacher training college in Israel in an attempt to understand how religious revival shapes women’s understandings of being Muslim women professionals in Israel. The college grew out of Islamic revival in Israel; its teacher training program reflects the sensibilities that Islamic revival hopes to foster in women who study there and in the children they will teach. The article is based on ethnographic research at the college. Adopting a theoretical approach to spirituality as a cultural phenomenon, experienced as authentic, yet culturally informed, can serve as a powerful resource for creating social meaning and as a source of pedagogies of change. I illustrate the means by which the institution makes space for a spirituality that infuses teacher training with a sense of social purpose, civil commitment, and personal unity with the divine. 相似文献
173.
The development of symbol-infused joint engagement 总被引:1,自引:0,他引:1
Fifty-six children were observed longitudinally from 18 to 30 months of age interacting with their mothers during a Communication Play that contained 8 scenes designed to encourage interacting, requesting, commenting, and narrating. Of primary concern was how often symbols infused the child's states of engagement with people and objects and how experience in such symbol-infused states related to language acquisition. Findings indicate that symbols increasingly infuse joint engagement, and that both the timing and the trajectory vary widely among typically developing toddlers, especially during the last half of the 2nd year. Moreover, variations in amount of symbol-infused supported joint engagement may both be influenced by variations in the onset of language and contribute to differences in language facility at 30 months. 相似文献
174.
Ji Young Choi Sherri Castle Amy C. Williamson Emisha Young Lauren Worley Melissa Long 《Early education and development》2016,27(6):751-769
Research Findings: The purpose of this study was to examine the potential contribution of teacher–child interactions to residualized Inhibitory Control (IC) gains over approximately a six-month period for preschoolers from predominantly low-income households. The study also explored whether the association between quality of teacher–child interactions and IC gains depends on children’s IC skills upon classroom entry and their household income-to-needs ratio. The study included 169 preschoolers from 51 classrooms in a Head Start program run by an agency in a large city in Oklahoma. Children’s IC skills were assessed in fall (time 1) and spring (time 2), and teacher–child interaction quality was observed at fall (i.e., September through November). Results from Hierarchical Linear Modeling (HLM) did not show significant effects of high-quality teacher–child interactions on residualized IC gains over six months. However, results showed that children who initially presented poor IC skills displayed higher gains in their IC skills at spring when they were in classrooms practicing high-quality teacher–child interactions, as defined by emotional support and classroom organization. Practice or Policy: Emotionally supportive and well-organized classrooms in Head Start programs may benefit early IC development, especially for children presenting poor IC skills at classroom entry. 相似文献
175.
Environmental education was incorporated within a mentoring program (i.e. treatment group) for student-athletes at the University of Georgia. These student-athletes’ environmental attitudes, behavioral intent, knowledge, self-efficacy, self-regulatory learning, motivation, and learning strategies were assessed before and after their environmental education mentoring program. Results indicated student-athletes in the treatment group improved their self-reported environmental behaviors (t(32)?=?2.34, p = 0.03) and self-efficacy (t(32)?=?2.07, p = 0.04). However, future research should seek to determine how traits of student-athletes, such as their gender and chosen sport, may impact their level of environmental literacy and any possible impacts due to their mentors’ environmental values. 相似文献
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Peer Influence Via Instagram: Effects on Brain and Behavior in Adolescence and Young Adulthood 下载免费PDF全文
Lauren E. Sherman Patricia M. Greenfield Leanna M. Hernandez Mirella Dapretto 《Child development》2018,89(1):37-47
Mobile social media often feature the ability to “Like” content posted by others. This study examined the effect of Likes on youths' neural and behavioral responses to photographs. High school and college students (N = 61, ages 13–21) viewed theirs and others' Instagram photographs while undergoing functional Magnetic Resonance Imaging (fMRI). Participants more often Liked photographs that appeared to have received many (vs. few) Likes. Popular photographs elicited greater activity in multiple brain regions, including the nucleus accumbens (NAcc), a hub of the brain's reward circuitry. NAcc responsivity increased with age for high school but not college students. When viewing images depicting risk‐taking (vs. nonrisky photographs), high school students, but not college students, showed decreased activation of neural regions implicated in cognitive control. 相似文献
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