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81.
The concept of leader-member exchange (LMX) is predicated on the notion that leaders have differing quality relationships with each subordinate, leading to the formation of an ingroup and an outgroup. This suggests that for a sophisticated understanding of the impact of LMX relationships on individuals’ sentiments and behaviors, followers’ perceptions of the collective set of workgroup LMX relationships may be as important as their individual LMX relationships. This research examines employee perceptions of LMX across 67 work units, and investigates how these perceptions relate to coworker exchange (CWX) relationships and organizational citizenship behavior (OCB). Results indicate that CWX is strongly, positively related to the LMX of the participant and their colleagues. A significant, positive relationship between measures of CWX and OCBs directed toward the work unit, but not the organization, was also observed. 相似文献
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Jon F. Miller John Heilmann Ann Nockerts Aquiles Iglesias Leah Fabiano David J. Francis 《Learning disabilities research & practice》2006,21(1):30-43
This article examines the question: Do lexical, syntactic, fluency, and discourse measures of oral language collected under narrative conditions predict reading achievement both within and across languages for bilingual children? More than 1,500 Spanish–English bilingual children attending kindergarten–third grade participated. Oral narratives were collected in each language along with measures of Passage Comprehension and Word Reading Efficiency. Results indicate that measures of oral language in Spanish predict reading scores in Spanish and that measures of oral language skill in English predict reading scores in English. Cross‐language comparisons revealed that English oral language measures predicted Spanish reading scores and Spanish oral language measures predicted English reading scores beyond the variance accounted for by grade. Results indicate that Spanish and English oral language skills contribute to reading within and across languages. 相似文献
84.
Leah Sprain Martín Carcasson Andy J. Merolla 《Journal of Applied Communication Research》2014,42(2):150-167
Experts play important roles in supporting public deliberation. These roles include developing and vetting background materials, participating in question-and-answer sessions with citizens, and giving pubic presentations. Rarely, though, are experts asked to be on hand during deliberative forums, whereby they have the opportunity to interact with deliberating groups. The inclusion of experts during forums presents a tension because, although they can elevate the quality of the conversation by correcting factual errors, they can also, perhaps unknowingly, crowd out and silence citizen, or “nonexpert,” participation. Careful consideration of communication design can help public deliberation practitioners manage this tension so that experts, when involved in forums, enhance rather than undermine the deliberative process. Taking communication as design, we analyze the interaction of an invited expert at a water scarcity forum in Northern Colorado who derailed discussion and hindered dialogue by “going rogue.” We then turn to stasis theory to conceptualize the effective inclusion of technical experts in public deliberations. Through forum design and training practices, we propose that experts can help resolve issues of conjecture and definition in a manner that frees deliberating groups to discuss substantive and subjective issues of quality and policy. 相似文献
85.
Melissa Fogarty Eric Oslund Deborah Simmons John Davis Leslie Simmons Leah Anderson Nathan Clemens Greg Roberts 《Educational Psychology Review》2014,26(3):425-449
In this experimental study, we examined the effects of a multicomponent reading comprehension intervention in sixth- to eighth-grade English language arts classes with a focus on factors to enhance treatment implementation. We tested the contribution of a theoretically derived fidelity framework that included adherence, quality, dosage, program differentiation, and student responsiveness. The study was conducted in three schools, involving 14 teachers and 859 students. English language arts classes were randomly assigned to the Comprehension Circuit Training intervention (n?=?30) or typical practice comparison (n?=?31) conditions, and all teachers taught in both conditions. Findings indicated that there was no reliable difference between the intervention and typical practice groups on standardized or researcher-developed proximal measures. To investigate the relationship between fidelity and student outcomes, we conducted a confirmatory factor analysis (CFA) to determine the relation of the indicators to a latent fidelity factor. Results of the CFA revealed a single fidelity factor composed of the adherence, quality, dosage, student responsiveness, and program differentiation variables. The fidelity factor was statistically significantly related to outcomes on a standardized comprehension measure (γ?=?.86, p?.01) and a narrative measure (γ?=?.52, p?.01). Results underscore the need to consider the complexity of implementing multicomponent interventions in middle schools and the importance of measuring multiple dimensions of the implementation of fidelity. 相似文献
86.
Leah D. Pride 《理论付诸实践》2014,53(1):41-47
All science, technology, engineering, and mathematics (STEM) educators working in urban public school systems are expected to provide opportunities for students to develop foundational scientific literacy skills in mathematics and science learning. However, the demands on STEM educators teaching the “gifted” or “high-performing” students attending STEM-focused schools are much higher. Educators are expected to motivate, nurture, and propel the intrinsic or earned abilities these students possess. This article shares teaching- and learning-informed stories of a STEM educator (the author) and her students attending New York City Specialized High School for the Sciences. The goal is to document the complexities surrounding the notion of a gifted mindset: first from the author's own experiences as a female scientist and person of color and second from the narratives of the students. Teaching and learning within a prestigious public school for the sciences comes with many narratives of challenge and triumph. The learning stories of empowered students reveal that they desire opportunities in the STEM classroom for meaningful learning. Students who want to take ownership in their learning will find a way to appropriate meaningful learning, even in restrictive classrooms. Learning stories, as a theoretical framework and narrative assessment tool, are particularly useful in contextualizing the multi-dimensional aspects of being a STEM professional in education. 相似文献
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This study raises the question of why the French secondary school history curricula introduced in the late 2000s prescribed more extensive coverage of plural histories than did secondary school history curricula for English schools introduced in the same time period. Both countries share similar societal diversity. To explain the variation in curricula content, I argue that one needs to supplement a focus on ideas with an institutionalist perspective. England and France have different institutional frameworks for curricula creation, with roots in the nineteenth century, when mass education began. The research shows that these unique national education institutional legacies are significant, and that institutional contexts matter in the diffusion of ideas. 相似文献
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Leah D. Hunter Claudia F. Mosley Melissa M. Quinn James J. Cray Jr. Anthony S. Baker Jennifer M. Burgoon Eileen Kalmar Kirk M. McHugh 《Anatomical sciences education》2020,13(5):618-627
Progressive curricular changes in medical education over the past two decades have resulted in the diaspora of gross anatomy content into integrated curricula while significantly reducing total contact hours. Despite the development of a wide range of alternative teaching modalities, gross dissection remains a critical component of medical education. The challenge posed to modern anatomists is how to maximize and integrate the time spent dissecting under the current curricular changes. In this study, an alternative approach to the dissection of the pelvis and perineum is presented in an effort to improve content delivery and student satisfaction. The approach involves removal of the perineum en bloc from the cadaver followed by excision of the pubic symphysis, removal and examination of the bladder and associated structures, examination and bisection of the midline pelvic organs in situ, and midsagittal hemisection of the pelvis for identification of the neurovasculature. Results indicate that this novel dissecting approach increases the number of structures identified by 46% ± 14% over current dissecting methods. Survey results indicate that students were better able to integrate lecture and laboratory concepts, understand the concepts, and successfully identify more structures using the new approach (P < 0.05). The concept of anatomic efficiency is introduced and proposed as a standard quantitative measure of gross dissection proficiency across programs and institutions. These findings provide evidence that innovative solutions to anatomy education can be found that help to maintain critical content and student satisfaction in a modern medical curriculum. 相似文献