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161.
Lena W. Carawan Sharon Knight Peggy Wittman Marie Pokorny Beth P. Velde 《Journal of Teaching in Social Work》2013,33(4):387-399
This article describes a graduate-level qualitative research course informed by transformational learning theory. It presents strategies an interdisciplinary team of instructors used to engage and support students as they entered and moved through the course. The strategies focused on creating a safe, supportive, learner-centered environment, fostering critical reflection, engaging in ongoing discourse, and focusing on the centrality of experience by situating cognition in the personal context of students' lives and the research process itself. 相似文献
162.
Karine Corrion Fabienne D'Arripe-Longueville Aïna Chalabaev Sandrine Schiano-Lomoriello Peggy Roussel François Cury 《Journal of sports sciences》2013,31(8):909-919
Abstract We tested a hypothetical model that examined both the effects of implicit theories of ability on the judgement of cheating acceptability in a physical education context and the mediating role of the achievement goals defined in the social-cognitive model of achievement motivation. Data were collected from 477 middle-school students, who completed measures of implicit theories of ability, achievement goals, and judgement of cheating acceptability in team sports within a cross-sectional design. The results indicated that performance-approach and performance-avoidance goals mediated the relationships between entity theory and the judgement of cheating acceptability, and mastery-approach and mastery-avoidance goals mediated the relationships between incremental theory and the judgement of cheating acceptability. Further research is needed to determine whether these results would be replicated with other moral variables and other contexts. 相似文献
163.
Cathy A. Avery Peggy A. Richardson Allen W. Jackson 《Research quarterly for exercise and sport》2013,84(4):554-564
The Avery-Richardson Tennis Service Test was constructed to maximize the practical relationship between skills tests and playing situations. The test incorporates the game-like criteria of two balls per trial, service attempts to both right and left service courts, and comparable credit for flat, slice, and spin serves. In addition, norms were established for both college males and females at beginning and intermediate skill levels in tennis. Construct validity was established for the service test. There was a significant difference [F (1, 306) = 30.18, p < .00001] between beginning males and intermediate males, as well as a significant difference [F (1, 334) = 48.39, p < .00001] between beginning and intermediate females. To determine reliability, 93 males and 59 females were given the test on two separate occasions. Cronbach's alpha coefficients were calculated with resulting reliability estimates which ranged from .64 to .80 for the groups studied. 相似文献
164.
Peggy A. Fitzsimmons Daniel M. Landers Jerry R. Thomas Hans van der Mars 《Research quarterly for exercise and sport》2013,84(4):424-431
Abstract Previous studies that have examined self-efficacy–performance relationships have used novice performers. It is unclear if these findings would generalize to “experienced” performers. Based on Bandura's self-efficacy theory, this study was designed to investigate (a) the effects of false information feedback on self-efficacy beliefs and subsequent weightlifting performance, and (b) whether self-efficacy or past performance is most related to subsequent weightlifting performance. Experienced weightlifters engaged in six performance sessions, each consisting of a one-repetition-maximum bench press. Male subjects (N = 36) were randomly assigned to one of three treatment groups: accurate performance information, false information that they lifted more than their actual lift, or false information that they lifted less than their actual lift. Before each session, subjects indicated the amount of weight they were 100%, 75%, and 50% confident they could lift. Results replicated existing research findings regarding deception and performance; false positive feedback increased future bench press performance. In addition, results indicated that past weightlifting performance accounted for nearly all of the variance in subsequent performance. This finding is discussed in light of the difficulty in extending the predictions of self-efficacy theory to sport settings where athletes have gained experience by undergoing repeated training trials. 相似文献
165.
NASA Education: Using Inquiry in the Classroom So that Students See Learning in a Whole New Light 总被引:1,自引:0,他引:1
Adena?Williams?Loston Peggy?L.?SteffenEmail author Steven?McGee 《Journal of Science Education and Technology》2005,14(2):147-156
This article addresses how NASA uses inquiry in the classroom so that students can see learning in a whole new light. The goal is to increase scientific literacy among Americans and to entice a greater number of students to pursue careers in science, technology, engineering and mathematics. Although NASA offers a diverse array of programs that incorporate inquiry learning through a well-established distribution network, this article examines two programs: the Virtual Design Center (VDC), created by the Classroom of the FutureTM, and the NASA Explorer Schools program, one of four pathfinder initiatives that the Agency launched to inspire the next generation of space explorers. 相似文献
166.
167.
Peggy G. Kaczmarek A. D. Jankowicz 《International journal for the advancement of counseling》1991,14(4):313-324
The Repertory Grid technique was used to explore differences in the way in which freshers and postgraduate counselling students perceived the roles of “counsellor” and “friend”. Postgraduates viewed counsellors as more approachable than other students, while freshers viewed other students as more approachable than counsellors. The constructs identified by the students were content-analyzed to define “approachability” for each group. The perceptions held by students were used to address implications for the provision of outreach services, role-induction programmes, and the status of the counsellor as the professional. 相似文献
168.
Joseph B. Giacquinta Peggy Ann Lane 《Educational technology research and development : ETR & D》1990,38(2):27-37
This paper examines the extent to which children in a 51-family, qualitative study used their home microcomputers for learning
school subjects such as reading, mathematics, science, and social studies. Logs and analytic documents gathered over two years
were content analyzed. This analysis revealed that most of the children who used their home microcomputers were not using
them for academic learning. The absence of home academic microcomputing by children was found to be associated with a set
of factors which included the lack of parental pressure and support for home academic microcomputing, the schools' emphasis
on programming and computer literacy, the unreceptivity of the children and their peers to home academic microcomputing, and
the dearth of academic software in the homes. The implications of these findings for the fostering of home academic microcomputing
are discussed. 相似文献
169.
170.
Peer Networking as a Dynamic Approach to Supporting New Faculty 总被引:1,自引:0,他引:1
Judith Osgood Smith Joy S. Whitman Peggy A. Grant Annette Stanutz J. A. Russett Karon Rankin 《Innovative Higher Education》2001,25(3):197-207
This article presents a dynamic method of supporting new faculty through a peer support group led by a facilitator. Group members participate in ongoing self-assessment, individualized goal setting, and activities that reflect the changing needs of the group. We explain the history and activities of the group and also the benefits for institutions considering developing a support mechanism for new faculty. 相似文献