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61.
The peritextual literacy framework (PLF) is a tool for accessing, evaluating, and comprehending the content of media using elements that frame the body of a work and mediate its content for the user. Paratextual elements are the focus of research in classification, bibliometrics, reader’s advisory work, and in studies of authorship and publication. However, paratextual theory is just beginning to be acknowledged in LIS. The PLF closes a gap in paratext theory by categorizing the functions of peritext into six types: production, promotional, navigational, intratextual, supplemental, and documentary. The PLF is unique that it provides both a framework for further research on peritext, as well as a pedagogical tool that supports teaching in the areas of information literacy, media literacy and analysis, critical thinking, reading, and media design and production. 相似文献
62.
Understanding and respecting young children’s religious background is an important way of respecting diversity. Due to the
traditional separation of church and state, many professionals tend to ignore the significant influence of religious belief
and training during the early childhood years. Sharing high-quality picture books simultaneously enables adults and peers
to expand their understandings of different faiths and to communicate their respect for and interest in young children’s religious
education. This editorial concludes with a selective list of picture book titles that focus on different faiths that are suitable
for children in the primary grades. 相似文献
63.
Adrianna Kezar Peter Eckel Melissa Contreras-McGavin Stephen John Quaye 《Higher Education》2008,55(1):69-92
Research demonstrates that leadership, particularly among presidents, is important for moving a diversity agenda forward and make appreciable progress on it. The research questions pursued here are: What is the role of the college president in advancing a diversity agenda? What strategies do presidents identify as important to facilitating a diversity agenda? There were three main findings: (1) strategies are deployed in a non-linear way best represented through a web metaphor, (2) six sets of actors that serve as key nodes on the web and specific strategies were crucial to enhancing and deepening the web-developing an internal network, hiring, mentoring, partnering with faculty on the curriculum, supporting student affairs staff, working directly with and learning from students, and establishing external networks; and, (3) strategies within the human resource frame are noted by presidents as particularly important to moving a diversity agenda forward. 相似文献
64.
Bensley L Ruggles D Simmons KW Harris C Williams K Putvin T Allen M 《Child abuse & neglect》2004,28(12):1321-1337
BACKGROUND: A variety of definitions of child abuse and neglect exist. However, little is known about norms in the general population as to what constitutes child abuse and neglect or how perceived norms may be related to personal experiences. METHODS: We conducted a random-digit-dialed telephone survey of 504 Washington State adults. Respondents were asked whether they believed each of 34 behaviors, identified in focus groups as possibly physically, sexually or emotionally abusive or neglectful, constituted abuse or neglect. Then, they were asked whether they had experienced 33 of the behaviors. RESULTS: Five of the six behaviors with the highest levels of consensus were for sexual abuse, whereas only one emotionally abusive behavior had a high level of consensus (95% agreement). Consensus that spanking constituted abuse increased with severity. Those respondents who reported experiencing a particular behavior were significantly less likely to believe the behavior abusive for 11 of the 33 behaviors and more likely to believe the behavior abusive for two of the behaviors. Where comparisons were possible, there was a high level of consensus that behaviors identified as abusive in Child Protective Service operational definitions constituted abuse. CONCLUSIONS: Self-reported childhood experiences were associated with perceived norms about child abuse. A better understanding of community norms about child abuse and neglect may be helpful in communicating with the public or allow for better targeting of educational messages through the media, parenting education classes, and so forth. 相似文献
65.
Robin L. Dobson Melissa A. Bray Thomas J. Kehle Lea A. Theodore Heather L. Peck 《Psychology in the schools》2005,42(7):707-720
Asthma is a pervasive inflammatory disorder of the bronchial airways that causes the normal functioning of the airways to become overreactive. This disorder affects approximately 8 million children in schools per year and accounts for a significant amount of absences. Researchers have speculated that pharmacological interventions are alone insufficient or overaggressive in treating asthma, and numerous studies have demonstrated a connection between emotions and asthma. It has therefore been suggested that psychological interventions may be appropriate for this population. One such intervention, relaxation and guided imagery (RGI), that incorporates mental representations as well as the senses in a process of relaxing all the parts of the body has been shown to be effective with children with asthma. The current study served as a replication and extension of this previous research. The purpose of the investigation was to examine the effectiveness of RGI with an elementary school sample as well as determine the overall improvement in happiness, anxiety, and quality of life of the participants. Results demonstrated that RGI significantly improved the lung functioning of 3 out of 4 participants in the study. Furthermore, overall happiness improved for 1 participant in the study, state anxiety decreased for 2 of the 4 participants, and trait anxiety decreased for all 4 participants. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 707–720, 2005. 相似文献
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OBJECTIVE: The present study evaluated the association between women's health and physical and sexual abuse suffered before age 18. METHODS: A total of 3,568 randomly sampled insured women ages 18-64 completed a telephone interview to assess history of physical only, sexual only, or both physical and sexual abuse before age 18 (Behavioral Risk Factor Surveillance System); and current health (Short Form-36, Center for Epidemiologic Studies-Depression, Presence of Symptoms surveys). Adjusted analyses compared the health of women with physical abuse only, sexual abuse only, or physical and sexual abuse to the health of women without these abuse histories. RESULTS: Poorest health status was observed in women with a history of both physical and sexual child abuse compared to women without these abuse histories. In models that adjusted for age and income, women with both abuse types had increased prevalence of depression (prevalence ratio, 2.16), severe depression (PR, 2.84), physical symptoms (PR range, 1.33 for joint pain to 2.78 for nausea/vomiting), fair/poor health (PR, 1.84), and lower SF-36 scores (3.15-5.40 points lower). Women with physical abuse only or sexual abuse only also had higher prevalence of symptoms and lower SF-36 scores but the associations were not as strong. CONCLUSIONS: This study adds to the literature showing a graded association between multiple adverse events in childhood and adult health. 相似文献
69.
Signature pedagogies [Shulman, L. 2005. “Signature pedagogies in the professions.” Daedalus 134 (3): 52–59.] are a focus of teacher educators seeking to improve teaching and teacher education. The purpose of this paper is to present a preliminary common language of signature pedagogies for teacher professional development (PD). In all, 24 papers from the study of physical education PD projects with clearly articulated pedagogical objectives and documentation on achieving those objectives were included in the analysis. In total 479 teachers and 48 facilitators across the US and Europe were interviewed and/or surveyed. Three discrete PD signature pedagogies holding potential to enhance teacher growth and learning within the context of PD were identified: critical dialogue (process of acquiring knowledge through communicative interactions), public sharing of work (testing out practices in classrooms and share ideas with larger audiences), and communities of learners (collective learning around a shared concern or a passion). It is our hope in providing the beginnings of a common vocabulary for pedagogies of teacher professional learning we have encouraged additional steps toward developing signature pedagogies for learning across different PD settings and content areas. 相似文献
70.
An introduction to the special issue addressing positive psychology and its “place” in and implications for schools is provided. The articles contained within the issue are described within the context of our perspective regarding positive psychology in schools. As the study of positive psychology continues to evolve, it is likely that its application within other fields (including school psychology) will be more clearly expressed. We contend that the “success” of introducing, implementing, and sustaining positive psychology within schools may be dependent on its early yet also sustained integration across multiple contexts. And, a “positive” school psychology will require attention to the convergence of multiple, diverse areas of literature. The articles within this special issue begin this movement toward finding either a place for positive psychology within school psychology or a place for school psychology within positive psychology. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 1–5, 2004. 相似文献