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51.
To increase participation of students of color in science graduate programs, research has focused on illuminating student experiences to inform ways to improve them. In biology, Black students are vastly underrepresented, and while religion has been shown to be a particularly important form of cultural wealth for Black students, Christianity is stigmatized in biology. Very few studies have explored the intersection of race/ethnicity and Christianity for Black students in biology where there is high documented tension between religion and science. Since graduate school is important for socialization and Black students are likely to experience stigmatization of their racial and religious identity, it is important to understand their experiences and how we might be able to improve them. Thus, we interviewed 13 Black Christian students enrolled in biology graduate programs and explored their experiences using the theoretical lens of stigmatized identities. Through thematic content analysis, we revealed that students negotiated experiences of cultural isolation, devaluation of intelligence, and acts of bias like other racially minoritized students in science. However, by examining these experiences at the intersection of race/ethnicity and religion, we shed light on interactions students have had with faculty and peers within the biology community that cultivated perceptions of mistrust, conflict, and stigma. Our study also revealed ways in which students' religious/spiritual capital has positively supported their navigation through biology graduate school. These results contribute to a deeper understanding of why Black Christian graduate students are more likely to leave or not pursue advanced degrees in biology with implications for research and practice that help facilitate their success. 相似文献
52.
This special issue spotlights the growing diversity of critical making practices in a range of disciplinary contexts both inside and outside of the academy, and begins to develop perspectives that will foster the emergence of critical making as a coherent field. On one hand, we see great value in incorporating material practices into existing information systems (IS) and science and technology studies (STS) research programs. In particular, forms of material engagement can help overcome the ineffectual linguistic bias of traditional critiques of technoscience. On the other hand, we believe that current material practices can benefit from the conceptualization of knowledge and social organization that are foundational to IS and STS research. In this introduction to the special issue we call attention to the mechanisms by which such practices may combine representational and material work to foster and support the development of new knowledge-making communities and institutions. We believe such work can serve as a framework for others engaged in critical making practices to better contextualize and expand the relevance of their work. We intend this special issue to serve as a “stake in the ground” for research on new forms of material-conceptual critique and their incorporation in the repertoire of critical technoscience scholarship. 相似文献
53.
Sara Baratchi Francisco J. Tovar-Lopez Khashayar Khoshmanesh Megan S. Grace William Darby Juhura Almazi Arnan Mitchell Peter McIntyre 《Biomicrofluidics》2014,8(4)
Shear stress is the major mechanical force applied on vascular endothelial cells by blood flow, and is a crucial factor in normal vascular physiology and in the development of some vascular pathologies. The exact mechanisms of cellular mechano-transduction in mammalian cells and tissues have not yet been elucidated, but it is known that mechanically sensitive receptors and ion channels play a crucial role. This paper describes the use of a novel and efficient microfluidic device to study mechanically-sensitive receptors and ion channels in vitro, which has three independent channels from which recordings can be made and has a small surface area such that fewer cells are required than for conventional flow chambers. The contoured channels of the device enabled examination of a range of shear stresses in one field of view, which is not possible with parallel plate flow chambers and other previously used devices, where one level of flow-induced shear stress is produced per fixed flow-rate. We exposed bovine aortic endothelial cells to different levels of shear stress, and measured the resulting change in intracellular calcium levels ([Ca2+]i) using the fluorescent calcium sensitive dye Fluo-4AM. Shear stress caused an elevation of [Ca2+]i that was proportional to the level of shear experienced. The response was temperature dependant such that at lower temperatures more shear stress was required to elicit a given level of calcium signal and the magnitude of influx was reduced. We demonstrated that shear stress-induced elevations in [Ca2+]i are largely due to calcium influx through the transient receptor potential vanilloid type 4 ion channel. 相似文献
54.
Sara Lundsteen 《Journal of Early Childhood Teacher Education》2013,34(3):5-7
A couple of years ago I attended a presentation at a professional meeting that made a major impact upon my life. The session, “Ways of Achieving Excellence in a Global Community,” included presentations by early childhood educators from Australia, Hungary and Finland. At the conclusion of this sharing of ideas regarding what other countries are doing to improve the lives of children, I overheard an American colleague whisper to her neighbor in amazement, “My God! We're a Third World country when it comes to child care.” Without contrasts brought out by this session, however, this educator might have never been open to the world of ideas for improving children's lives. 相似文献
55.
Examining preservice teacher content and pedagogical content knowledge needed to teach reading in elementary school 下载免费PDF全文
Recently, increased attention has been placed on the importance of having knowledgeable and skilled teachers in order to influence reading achievement. Yet many international reports suggest that large numbers of children are not learning to read. How can we better prepare teachers with the necessary knowledge to teach reading? The current study examined the reading instructional knowledge of elementary education preservice teachers (N = 87) from two teacher education programmes. Programme A required five reading methods courses and Programme B required two methods courses. Findings indicate that the preservice teachers presented fairly robust levels of knowledge in the areas of phonological awareness, phonics, comprehension and vocabulary. However, we found statistically significant differences in knowledge based on the programme attended and the number of courses completed. Suggestions for improving reading teacher education are provided. 相似文献
56.
Sara Bragg Helen Manchester 《Discourse: Studies in the Cultural Politics of Education》2017,38(6):864-879
Concepts of school ‘ethos’ or ‘culture’ have been widely debated in education since the 1980s. This is partly as a consequence of marketisation, partly because ethos has been identified as a low-cost route to school improvement. Corporate, authoritarian, and most recently ‘military’ models of ethos have been widely promulgated in the UK. Another significant strand of educational thinking, however, has emphasised ethos for and as learning: how schools might prefigure alternative, more socially just, worlds. This article argues that accounting for such divergent notions of ethos demands greater attention to the intellectual resources mobilised in interpreting educational processes. We discuss schools that used their work with the English creative learning programme, Creative Partnerships, to develop what we describe as ‘considerate, convivial and capacious’ school ethos. We aim thereby to value their achievements, provide tools to contest dominant discourses around ethos, and advocate more critical, reflexive approaches to researching school cultures. 相似文献
57.
This Forum issue discusses the centrality of the fieldwork in doctoral research. The inevitability of researchers’ influence and of their values apparent during and after their fieldwork calls for a high degree of reflexivity. Since the standard methodology textbooks do not sufficiently guide on addressing such challenges, doctoral researchers go through stressful phases, at times revising various decisions they made before starting fieldwork. By drawing upon four case studies from varied contexts, this forum highlights some of these challenges including: going beyond signing the consent form and building rapport to elicit student voices; the ethical implications of White privilege of researchers turning consent into an obligatory contract with participants; unanticipated delays in the fieldwork opening up new possibilities; and tensions resulting from negotiating between insider and outsider identities while researching in two hostile contexts. 相似文献
58.
FatimaEzzahra Benmarrakchi Jamal El Kafi Ali Elhore Sara Haie 《Education and Information Technologies》2017,22(6):2939-2957
Dyslexia is one of the most common learning disabilities. It is described as a disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence, and sociocultural opportunity. It affects relatively about 7–10 % of the population across most languages and cultures. In this study, we explore the potential benefits offered by the use of Information and Communication Technology (ICT) to support dyslexic students by considering their preferred learning styles. In the current paper we administered the VAK and Honey & Mumford questionnaires to 28 Arabic students with ages between 8 and 10 years old. 8 students from dyslexic group and 20 students from control group were selected to assess and compare their preferred learning style. The implemented system focuses on dyslexia in Arabic language, especially in Arabic countries such as Morocco. Based on the results of the analysis of learning styles differences, we introduced an adaptive mobile learning to support and promote learning for dyslexic students. The aim of the study is to consider the relationship between dyslexia and learning style and to suggest a different learning way. Preliminary results show that the ICT has a valuable role in providing opportunities for learners with dyslexia to participate more fully in education. 相似文献
59.
This observational study examined kindergarteners’ (n = 170) exposure to literacy instruction in their classrooms (n = 36), child-by-instruction interactions, and behavioral engagement in relation to literacy skills. Time spent in four instructional contexts was coded according to who managed children's attention (teacher-managed, TM or child-managed, CM), and the content focus (basic skills such as teaching letters and their sounds, or meaning-focused such as discussing a book); children's behavioral engagement and off-task behavior were also coded live five times over the year. Word-reading and phonological awareness skills were assessed in fall and spring. Hierarchical Linear Modeling results indicated that kindergarteners with lower initial skills gained more in word-reading, but not phonological awareness, when they were exposed to relatively more time in TM basic skills instruction. In contrast, more time in CM meaning-focused instruction did not interact with initial skills to predict either outcome. Engagement analyses indicated that students were more likely to be off-task in CM than in TM contexts. Children who spent more time off-task during TM contexts had lower spring scores on both outcomes. Discussion explores the implications of this work for both literacy learning and behavioral engagement in the transition year of kindergarten. 相似文献
60.
Webb SJ Jones EJ Merkle K Venema K Greenson J Murias M Dawson G 《Child development》2011,82(6):1868-1886
Individuals with autism spectrum disorder (ASD) show differences in face processing abilities from early in development. To examine whether these differences reflect an atypical versus delayed developmental trajectory, neural responses to familiar and unfamiliar faces in twenty-four 18- to 47-month-old children with ASD were compared with responses of thirty-two 12- to 30-month-old typically developing children. Results of 2 experiments revealed that neural responses to faces in children with ASD resembled those observed in younger typically developing children, suggesting delayed development. Electrophysiological responses to faces were also related to parent report of adaptive social behaviors for both children with ASD and typical development. Slower development of the face processing system in ASD may be related to reduced self-directed "expected" experience with faces in early development. 相似文献