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Peter L. Ignacio Merilee McCurdy Jada White Madeline B. Auge Christopher H. Skinner Janet Schwartz‐Micheaux 《Psychology in the schools》2019,56(9):1482-1492
Enhancing rates of accurate, active, academic responding can enhance learning. Both temporal manipulations (i.e., reducing time to work on assignments) and providing multiple distributed temporal cues (MDTC), sometimes referred to as explicit timing, have been shown to enhance rates of accurate mathematics responding. The current study was designed to evaluate the effects of session length (i.e., 5 vs. 15 min to write) and temporal cues (i.e., a single initial temporal cue vs. MDTC) on seventh‐ and eighth‐grade students writing assignment rates and writing accuracy. Results showed that the 5 min writing sessions did result in significantly greater rates of accurate responding than the 15 min sessions; however, explicit timing did not significantly alter writing rates or accuracy. These findings suggest that educators can enhance rates of accurate writing by reducing writing session lengths. Discussion focuses on applied implications of providing briefer writing sessions and future research investigating the interaction between multiple temporal cues and assignments. 相似文献
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Alex M. Susskind Donald F. Schwartz William D. Richards J. David Johnson 《Communication Studies》2013,64(4):397-418
This article documents the 30‐year history of communication network research at Michigan State University (M.S.U.), providing a case study of the evolution and diffusion of an academic innovation. Three past and continuing issues for network scholars are identified: a lack of professional reward for developing user‐friendly computer programs, unresolved methodological problems, and a need for better theoretical and conceptual frameworks. The narrative also illustrates the difficulty communication as a discipline has in impacting broader intellectual traditions. The story begins with the first doctoral dissertation (Schwartz, 1968) and the first network analysis software program in 1970 (Richards’ Negopy), continuing to the last dissertation (Susskind, 1996), and ending in 1998 when J. David Johnson left the M.S.U. faculty. Other major players in the M.S.U. network tradition included David K. Berlo, Eugene Jacobson, Everett M. Rogers, Vincent Farace, Peter Monge, and Erwin Bettinghaus. Ironically, Schwartz and Susskind met in 1998 while Schwartz was preparing to retire from Cornell University and Susskind was starting as an Assistant Professor in a different department, thus providing closure to the M.S.U. network. 相似文献
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Research demonstrates that methamphetamine is a serious problem in gay communities. This study examined the framing of methamphetamine in nine gay, lesbian, bisexual, and transgender (GLBT) newspapers. Results showed that methamphetamine was framed as a “gay problem,” that sexual health and solutions frames were prevalent, and that GLBT newspapers covered methamphetamine in a way that is similar to how they covered AIDS in the 1980s. Implications for health campaigns are discussed. 相似文献
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Patricia H. Miller Jennifer Slawinski Blessing Stephanie Schwartz 《International Journal of Science Education》2013,35(4):363-381
This study examined gender differences in 79 high‐school students’ attitudes towards their science classes, their perceptions of science and scientists, and their views about majoring in science. The study identified some of the subtleties underlying females’ low participation in, and interest in, science documented in previous research. Four themes emerged from responses on the rating scales and questionnaire. First, even when females planned to major in science, they were more interested than males in the people‐oriented aspects of their planned majors. Second, biology was the one exception to females’ low interest in science. Third, females often planned a science major mainly because they needed a science background in order to enter a health profession such as medicine or physical therapy. Fourth, females generally found science uninteresting and the scientific lifestyle (as perceived by them) unattractive. Implications for teaching science were discussed. 相似文献
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The author undertook a field study at the Centro de los Trabajadores Agrvcolas Fronterizos (Center for Border Agricultural Workers, or CTAF) in El Paso, Texas, while she was a student on the Border Studies Program in the fall of 2000. This ethnography treats the theme of the connections between institutionalized racism and the suppression of historical memory, with specific reference to the Bracero Program. It also examines what roles ''outsiders'' can play in progressive political movements. 相似文献
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Saul Schwartz 《Quest (Human Kinetics)》2013,65(1):52-55
As part of their quest to secure academic credibility, physical educators in Australia, Canada, Britain, and the United States have increasingly privileged empirical–analytical forms of research. We argue that this strategy has resulted in a montage of professional values and practices that we term technocratic physical education (TPE). We contend that TPE is based on ideologies of professionalism, scientism, and instrumental rationality, which articulate one-dimensional definitions of excellence in teaching, the body, and sport and also marginalize issues related to political and moral ends. By drawing on the traditions of critical pedagogy and reflective teaching, we suggest some ways in which the limits of TPE can be transcended in pre- and inservice teacher education curricula. 相似文献