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Deborah J. Taub Heather L. Servaty‐Seib Nathan Miles Ji‐Yeon Lee Carrie A. Wachter Morris Susan L. Prieto‐Welch Donald Werden 《Journal of College Counseling》2013,16(1):64-78
Resident assistants (RAs) can serve as important suicide prevention gatekeepers. The purpose of the study was to determine if training improved RAs’ crisis communications skills and suicide‐related knowledge and to determine if the knowledge elements predicted crisis communications skills. New RAs showed significant improvement in all areas from pretest to posttest, whereas returning RAs showed no significant increase in any of the areas. None of the knowledge areas predicted communications skills for either group. 相似文献
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Nathan D. Brubaker 《Teaching Education》2013,24(2):222-246
Understanding teacher educators’ reasoning about critical moments in negotiating authority can inform efforts to foster democratic teacher education practices and prepare future teachers to teach democratically. We know very little, however, about critical moments in negotiating authority, particularly in teacher educators’ practices. The purpose of this study was to examine, using self-study methodology, a teacher educator’s assumptions and perspectives about purposefully and explicitly negotiating authority through grading and accountability processes in an undergraduate teacher education course. From a critical pedagogical lens – concerning the intersection of classroom power relations, democratic citizenship, and student growth – the findings suggest that seeking legitimacy through consensual acceptance, responding to students’ expressed interests, and constructing knowledge through continual questioning present potential frameworks for constructing purposeful pedagogical partnerships consistent with democratic aims in teacher education. 相似文献
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Nathan D. Brubaker 《Teachers and Teaching》2013,19(2):159-180
Understanding how authority is negotiated in teacher education classrooms can inform efforts to foster democratic teacher education practices and prepare future teachers to teach democratically. We know very little, however, about how authority is negotiated in different classroom contexts, particularly in teacher education settings. This qualitative study examined how authority was negotiated in an undergraduate teacher education course in which I – as the teacher of the course – involved students in actively determining the content, method, and assessment of the course through jointly constructing the course curriculum. Using self-study methodology to understand more deeply the problems embedded in my practice as a beginning teacher-educator, I generated themes from the data using the constant comparative method. The findings suggest that deriving legitimacy from mutually recognized sources, working from shared purposes, and confronting students’ deeply rooted familiarity with authoritarian teaching practices present potential frameworks for negotiating authority in teacher education – while illuminating the challenges of teaching democratically in authoritarian contexts. Such insights are important for helping future teachers experience alternatives to conventional teaching while accounting for the complexity of learning to bring democratic values to life in classrooms at all levels. 相似文献
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Nathan Wildman 《体育哲学杂志》2019,46(2):261-275
ABSTRACTHow is it that we can rationally assert that sport outcomes do not really matter, while also seeming to care about them to an absurd degree? This is the so-called puzzle of sport. The broadly Waltonian solution to the puzzle has it that we make-believe the outcomes matter. Recently, Stear has critiqued this Waltonian solution, raising a series of five objections. He has also leveraged these objections to motive his own contextualist solution to the puzzle. The aim of this paper is to defend the Waltonian solution. The general upshot is that, contra Stear, a make-believe based solution to the puzzle is viable after all. 相似文献
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C. Nathan Vannatta Thomas G. Almonroeder Thomas W. Kernozek Stacey Meardon 《Journal of sports sciences》2020,38(5):542-551
ABSTRACTMales and females demonstrate unique running mechanics that may contribute to sex-related differences in common running related injuries. Understanding differences in muscle forces during running may inform intervention approaches, such as gait retraining addressing muscle force distribution. The purpose of this study was to compare muscle force characteristics and inter-trial variability between males and females during running. Twenty female and 14 male collegiate cross-country runners were examined. Three-dimensional kinetic and kinematic data were collected during overground running and used to estimate muscle forces via musculoskeletal modelling. Principle components analysis was used to capture the primary sources of variance from the muscle force waveforms. The magnitude of the forces for the hamstrings, gastrocnemius, and soleus muscles were higher across the majority of stance in male runners regardless of footstrike pattern. Males also demonstrated greater inter-trial variability in the timing of the peak gluteus maximus force and the magnitude of local peaks in the gastrocnemius force waveform. Male and female collegiate cross-country runners appear to employ unique lower extremity muscle force characteristics during overground running. 相似文献
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The 2016 Orlando shooting offers an intriguing lens through which to evaluate the boundaries of media frames in the interpretation of terrorism. Using an experimental design (N = 243), the current study investigated the effects of two dominant frames—the homophobic hate crime and the Islamic terrorist frame—on collective guilt, collective victimization, and pro–lesbian, gay, bisexual, transgender, and queer (LGBTQ) political action. In addition, political partisanship and social network diversity were evaluated as potential moderators. Compared to the Islamic terrorist frame, exposure to the homophobic hate crime frame increased collective guilt and decreased collective victimization, subsequently enhancing support for the LGBTQ community. Moreover, social network diversity was shown to override the framing effect, as individuals who reported high diversity were more likely to sign a petition in solidarity with the LGBTQ community, irrespective of frame condition. 相似文献