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511.
Heidi Keller Kim Bard Gilda Morelli Nandita Chaudhary Marga Vicedo Mariano Rosabal‐Coto Gabriel Scheidecker Marjorie Murray Alma Gottlieb 《Child development》2018,89(5):1921-1928
This article considers claims of Mesman et al. (2017) that sensitive responsiveness as defined by Ainsworth, while not uniformly expressed across cultural contexts, is universal. Evidence presented demonstrates that none of the components of sensitive responsiveness (i.e., which partner takes the lead, whose point of view is primary, and the turn‐taking structure of interactions) or warmth are universal. Mesman and colleagues’ proposal that sensitive responsiveness is “providing for infant needs” is critiqued. Constructs concerning caregiver quality must be embedded within a nexus of cultural logic, including caregiving practices, based on ecologically valid childrearing values and beliefs. Sensitive responsiveness, as defined by Mesman and attachment theorists, is not universal. Attachment theory and cultural or cross‐cultural psychology are not built on common ground. 相似文献
512.
Previous research suggests that university teaching effectiveness varies with the age and personality traits of the instructor. The present study examined the extent to which personality traits associated with teaching effectiveness change concomitantly with age, and thus mediate the relationship between age and teaching. Using a cross-sectional design, peer ratings of 29 personality traits and archival student evaluations of teaching were obtained for 33 full-time psychology professors varying in age from 33 to 64. Teaching effectiveness was found to be inversely related to age and to correlate significantly with several personality traits. Consistent with the mediation hypothesis, personality traits were identified that correlated positively with teaching and declined significantly with age (e.g., approval-seeking); or correlated negatively with teaching and increased with age (e.g., independent).This paper is based on a senior honors thesis completed by the first author and supervised by the second author in the Department of Psychology, University of Western Ontario. 相似文献
513.
John P. Murray Joseph M. Kishur Jr. 《Community College Journal of Research & Practice》2013,37(7):480-495
This study examined the decision-making processes of community college presidents when confronted with unexpected and major challenges. During the day-to-day operations of community colleges, presidents typically rely on their best judgment when making routine decisions. However, this decision-making process needs to change when the unexpected occurs and causes a threat to the well-being of the college or the continued tenure of the president. The authors were interested in learning how presidents manage a challenge in order to prevent it from becoming a crisis. Using a multiple-case-study methodology, the authors selected 13 cases for in-depth study. The authors provide recommendations for best practices. 相似文献
514.
John P. Murray 《Innovative Higher Education》1995,19(3):163-175
Any attempt to alter the culture of higher education needs to start at the departmental level. Teaching portfolios provide a promising means to empower the department that wants to value teaching and learning. Portfolios provide faculty and chairs with the means to recognize good teaching while still promoting the values of the discipline. On the one hand, the appeal of teaching portfolios rests with the ability of faculty and their departments to recognize both disciplinary and local idiosyncrasies. On the other hand, portfolios provide prominence to what is common across disciplines — teaching and learning.John P. Murray is Associate Dean of Curriculum and Instruction at Genesee Community College in Batavia, New York. Dr. Murray holds a BA from SUNY Potsdam, a MA from Arizona State University, and a Ph.D. from Ohio State University. His current research interests include how administrators can improve teaching and the roles of department chairpersons. 相似文献
515.
Straus MA 《Child abuse & neglect》2006,30(11):1257-1279
OBJECTIVE: To provide data on the cross-cultural reliability of the Adult Recall Short Form of the Multidimensional Neglectful Behavior Scale (MNBS), and also illustrative validity evidence. The MNBS includes items on four aspects of neglectful behavior: cognitive, emotional, physical, and supervisory. METHOD: The data were obtained by questionnaires completed by a convenience sample of 7179 students at 33 universities in 17 countries. RESULTS: The alpha coefficient of internal consistency for the entire sample was .72. By site, the coefficients ranged from one site with .55-12 sites in the .60-.69 range, and 20 sites with alpha of .70 or higher. The validity of the scale was indicated by low confounding with social desirability response set in all 33 cultural contexts, and by the results of construct validly analyses which controlled for physical maltreatment found that students who were victims of neglectful behavior as a child were more likely than other students to have physically assaulted a dating partner in the previous 12 months. CONCLUSIONS: Although the results are from a relatively privileged sample, they revealed high rates of neglectful behavior and are sufficiently promising to encourage use of the Adult Recall Short Form of the MNBS in a variety of cultural settings. 相似文献
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