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161.
Penny A. Pasque Nicholas A. Bowman Jenny L. Small Rachel Lewis 《Multicultural Perspectives》2013,15(2):80-89
This study explored the ways in which undergraduate students intentionally navigate complex curricular and co-curricular choices in preparation for engaging in a diverse democracy. Our study examined these choices among students at a university that lacks formal structures to facilitate these choices. Four curricular and co-curricular pathways that exemplify particular forms of the student experience across disciplines emerged and are discussed. 相似文献
162.
Many of the measurements used in sport psychology research are arbitrary metrics, and researchers often cannot make the jump from scores on paper-and-pencil tests to what those scores actually mean in terms of real-world behaviors. Effect sizes for behavioral data are often interpretable, but the meaning of a small, medium, or large effect for an arbitrary metric is elusive. We reviewed all the issues in the 2005 volumes of the Journal of Sport & Exercise Psychology, The Sport Psychologist, and the Journal of Applied Sport Psychology to determine whether the arbitrary metrics used in sport psychology research were interpreted, or calibrated, against real-world variables. Of the 54 studies that used quantitative methods, 25 reported only paper-and-pencil arbitrary metrics with no connections to behavior or other real-world variables. Also, 44 of the 54 studies reported effect sizes, but only 7 studies, using both arbitrary and behavioral metrics, had calculated effect indicators and interpreted them in terms of real-world meaning. 相似文献
163.
Penny Hauser-Cram Marji Erickson Warfield Jack P. Shonkoff Marty Wyngaarden Krauss Carole C. Upshur & Aline Sayer 《Child development》1999,70(4):979-989
In this study we investigated the extent to which the family environment predicted differences in trajectories of adaptive development in young children with Down syndrome. The sample was comprised of 54 children with Down syndrome and their families who were studied from infancy through the age of 5 years as part of a longitudinal study of children with disabilities. Hierarchical linear modeling (HLM) was used to estimate the parameters of hierarchical growth models in domains of adaptive development. Results indicated that growth in communication, daily living skills, and socialization domains were predicted by measures of the family environment (i.e., family cohesion and mother-child interaction) above and beyond that predicted by maternal education. Further, Bayley MDI measures during infancy did not predict changes in adaptive development in any of the domains. The results are discussed in terms of implications for service provision and for expanding theoretical frameworks to include the development of children with disabilities. 相似文献
164.
Timothy R. Levine Steven A. McCornack Penny Baldwin Avery 《Communication quarterly》2013,61(3):289-296
This study explores sex differences in perceptions of discovered deception, and the subsequent emotional reactions that are experienced by relational partners. Drawing upon research examining deception, relational communication, and gender, several hypotheses were developed and tested in a sample of 190 respondents who had recently discovered the lie of a friend or romantic partner. The data were consistent with the hypotheses. Women were more likely than men to rate lying as an unacceptable form of behavior within both friendship and romantic relationships. In addition, women rated the act of lying (regardless of what was lied about) as more significant, and reported more negative emotional reactions upon discovering deception than did men. Generalized communicative suspicion functioned to enhance the intensity of emotional reactions for women, but not for men. Implications of the current results for the study of deception are discussed. 相似文献
165.
166.
If children are to benefit from research in Mathematics Education then dissemination needs to reach their teachers. It is undoubtedly valuable to have peer reviewed articles in academic journals but the nature of such publications often makes them inaccessible, or at least inconvenient, for these teachers. This report identifies an innovative approach to dissemination of research through an interactive CD-rom and an initial evaluation by practitioners. 相似文献
167.
168.
Daniel Guilbert Rod Lane Penny Van Bergen 《Asia-Pacific Journal of Teacher Education》2016,44(2):172-187
This study reports on findings from a research project that investigated the extent to which pre-service teachers at a major metropolitan Australian university engage with research, and the factors that influence their level of engagement or disengagement. Results from survey responses (n = 235) and focus group interviews suggest that attitudes towards research are more positive among pre-service teachers who possess research experience and those who are intrinsically motivated with respect to their university studies. The article discusses the implications of these results for the effective organisation and promotion of research activities for pre-service teachers. 相似文献
169.
170.
Penny Van Deur 《Learning Environments Research》2010,13(2):159-172
Increasingly in elementary schools, there has been a focus on the influence of school-level factors on students’ learning.
The way in which the learning environment is organised in schools and classrooms is likely to influence students’ opportunities
to carry out inquiry. Most studies have focused on the effects of the amount of schooling, rather than effects attributable
to support for inquiry in the school context. This study clarifies aspects of school contexts that support inquiry at the
school level and describes the development of an inventory to assess school contexts. The Primary School Characteristics Inventory
has three components named Motivation for Student Inquiry, Organisational Structures to Support Inquiry and Structures to
Support Inquiry Strategies in School. The instrument was effective for identifying schools with varying levels of support
for inquiry, suggesting that some schools might need to modify the school context if students are to carry out inquiry in
a self-directed way. 相似文献