全文获取类型
收费全文 | 351篇 |
免费 | 11篇 |
专业分类
教育 | 272篇 |
科学研究 | 3篇 |
各国文化 | 4篇 |
体育 | 27篇 |
文化理论 | 3篇 |
信息传播 | 53篇 |
出版年
2023年 | 2篇 |
2022年 | 6篇 |
2021年 | 7篇 |
2020年 | 11篇 |
2019年 | 20篇 |
2018年 | 22篇 |
2017年 | 23篇 |
2016年 | 16篇 |
2015年 | 10篇 |
2014年 | 16篇 |
2013年 | 75篇 |
2012年 | 8篇 |
2011年 | 12篇 |
2010年 | 5篇 |
2009年 | 8篇 |
2008年 | 12篇 |
2007年 | 17篇 |
2006年 | 5篇 |
2005年 | 4篇 |
2004年 | 5篇 |
2003年 | 6篇 |
2002年 | 4篇 |
2001年 | 3篇 |
2000年 | 3篇 |
1999年 | 4篇 |
1997年 | 4篇 |
1996年 | 4篇 |
1995年 | 3篇 |
1994年 | 3篇 |
1993年 | 3篇 |
1991年 | 2篇 |
1989年 | 2篇 |
1988年 | 3篇 |
1987年 | 2篇 |
1985年 | 4篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1980年 | 1篇 |
1979年 | 2篇 |
1978年 | 3篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1973年 | 1篇 |
1971年 | 2篇 |
1970年 | 1篇 |
1920年 | 1篇 |
排序方式: 共有362条查询结果,搜索用时 15 毫秒
81.
Family Turbulence and Child Internalizing and Externalizing Behaviors: Moderation of Effects by Race
Sean R. Womack Lindsay Taraban Daniel S. Shaw Melvin N. Wilson Thomas J. Dishion 《Child development》2019,90(6):e729-e744
This study examined the impact of residential instability and family structure transitions on the development of internalizing and externalizing problems from age 2 through 10.5. Child's race was examined as a moderator. Caregiver reports of internalizing and externalizing behaviors were obtained on 665 children at ages 5 and 10.5. Early-childhood residential and family structure transitions predicted elevated internalizing and externalizing problems at ages 5 and 10.5, but only for Caucasian children. These findings suggest that residential and family structure instability during early childhood independently contribute to children's later emotional and behavioral development, but vary as a function of the child's race. Community organizations (e.g., Women, Infant, and Children) can connect turbulent families with resources to attenuate effects of residential and family structure instability. 相似文献
82.
Lindsay Joseph Wexler 《Mentoring & Tutoring: Partnership in Learning》2019,27(1):44-67
Using a framework of activity theory, I follow one mentor/student teacher pair through a yearlong student teaching experience, investigating their interactions around the practice of educative co-planning. Evidence from multiple data sources collected over the course of one year is analyzed to understand the role co-planning played in the mentor/student teacher relationship, the experience of being a mentor, and in the development of the student teacher’s practices. Findings reveal the mentor and student teacher used the educative practice of co-planning to productively mediate tensions and navigate their relationship. 相似文献
83.
84.
From copying to learning: using exemplars to engage students with assessment criteria and feedback 总被引:3,自引:2,他引:1
Feedback is central to pedagogic theory, and if feedback is to be effective, students need to engage with it and apply it at some point in the future. However, student dissatisfaction with feedback – as evidenced in the National Student Survey – suggests that there are problems which limit student engagement with feedback, such as their perception that much of their feedback is irrelevant to future assignments. This article reports on a study which sought to enhance engagement by giving students exemplar assignments annotated with feedback before submission of their final assignments. This was done by providing an online facility where students could view exemplars and post comments or questions to tutors and peers on a discussion board. The exemplar facility was highly valued by students, although there were no quantitative effects such as an increase in students’ assignment marks when compared with the previous cohort. The article reflects on possible reasons for this result and discusses ways to improve the exemplar facility, for example by facilitating dialogue between tutors and students. The article concludes with lessons learned about how to construct exemplars, and considers how exemplars might also be used within marking teams to improve consistency of marking. 相似文献
85.
Language and theory of mind: meta-analysis of the relation between language ability and false-belief understanding 总被引:1,自引:0,他引:1
Numerous studies show that children's language ability is related to false-belief understanding. However, there is considerable variation in the size of the correlation reported. Using data from 104 studies (N=8,891), this meta-analysis determines the strength of the relation in children under age 7 and examines moderators that may account for the variability across studies--including aspect of language ability assessed, type of false-belief task used, and direction of effect. The results indicate a moderate to large effect size overall that remains significant when age is controlled. Receptive vocabulary measures had weaker relations than measures of general language. Stronger effects were found from earlier language to later false belief than the reverse. Significant differences were not found among types of false-belief task. 相似文献
86.
A total of two hundred ninety-nine 4- to 9-year-old maltreated and nonmaltreated children of comparable socioeconomic status and ethnicity judged whether children should or would disclose unspecified transgressions of adults (instigators) to other adults (recipients) in scenarios varying the identity of the instigator (stranger or parent), the identity of the recipient (parent, police, or teacher), and the severity of the transgression ("something really bad" or "something just a little bad"). Children endorsed more disclosure against stranger than parent instigators and less disclosure to teacher than parent and police recipients. The youngest maltreated children endorsed less disclosure than nonmaltreated children, but the opposite was true among the oldest children. Older maltreated children distinguished less than nonmaltreated children between parents and other types of instigators and recipients. 相似文献
87.
88.
As the second in a series of studies concerning the development of kindergartners' self‐perceptions, this study examined the effects of the kindergarten experience on self‐perceptions of African American and White students as they progressed through their kindergarten year. Using a countywide sample of 209 children in 31 classrooms, the study incorporated in vivo observations of teachers' verbal behavior and self‐perception data from the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Results indicate that the kindergarten experience had an equalizing effect on the self‐perceptions of African American and White children, although self‐perceptions of cognitive competence were initially lower for African American children than for their White counterparts. Teachers' verbal interactions with children were not affected by the child's race, at least when different achievement levels were taken into account. © 1999 John Wiley & Sons, Inc. 相似文献
89.
The existing literature suggests that crank inertial load has little effect on the responses of untrained cyclists. However, it would be useful to be aware of any possible effect in the trained population, particularly considering the many laboratory-based studies that are conducted using relatively low-inertia ergometers. Ten competitive cyclists (mean VO(2max) = 62.7 ml x kg(-1) x min(-1), s = 6.1) attended the human performance laboratories at the University of Wolverhampton. Each cyclist completed two 7-min trials, at two separate inertial loads, in a counterbalanced order. The inertial loads used were 94.2 kg x m(2) (high-inertia trial) and 2.4 kg x m(2) (low-inertia trial). Several physiological and biomechanical measures were undertaken. There were no differences between inertial loads for mean peak torque, mean minimum torque, oxygen uptake, blood lactate concentration or perceived exertion. Several measures showed intra-individual variability with blood lactate concentration and mean minimum torque, demonstrating coefficients of variation > 10%. However, the results presented here are mostly consistent with previous work in suggesting that crank inertial load has little direct effect on either physiology or propulsion biomechanics during steady-state cycling, at least when cadence is controlled. 相似文献
90.
AbstractThis paper traces the history of two important policies in sport: rules against drugs and ‘ambiguous’ athletes in women’s events. We identify three phases in the work of the International Olympic Committee’s and International Amateur Athletic Federation’s medical committees: (1) from the mid-1960s to the 1970s, the medical grounding of the committees and the members’ worldviews encouraged the groups to enlist scientific techniques to solve drug use and sex ambiguity issues; (2) from the 1970s to the 1980s, administrative confusion underscored both committees, but scientific personnel gained legitimacy and furthered their own agendas; and (3) from the 1980s to the mid-1980s, the seeds of diversion in sex and drug tests were sown. The central finding of this study is that the stakeholders who shaped anti-doping and sex testing policies took for granted concerns regarding ethics and instead increasingly relied upon medical, scientific, and technical practices to define and control fairness in sport. 相似文献