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131.
In 1866, military drill and instruction became part of the curriculum of Maryland Agricultural College as a result of the passage of the Morrill Act of 1862, a law setting the terms for the establishment of agricultural colleges across the USA. The introduction of military instruction meant a direct inclusion of physically active coursework that preceded the widespread emergence of organized physical education courses in American educational institutions. However, this was not the first time physical activity was used and discussed at the college: previously, the uses of physical activity at the college wholly entailed outdoor agricultural practice in which students applied pedagogical training about agricultural techniques in the field. In this paper, we examine early Maryland Agricultural College printed discourse from 1859 to 1886, studying how the college shifted focus from idealizing the Republican male citizen as a physically active farmer or ‘cultivator of the soil’ in the years preceding the American Civil War to a physically active ‘citizen-soldier’ in response to the social and political effects of the conflict. Our analysis sheds light on the historical place of such physical activity coursework within the larger historical narrative of American physical education's emergence, and also provides useful historical context for critically viewing linkages between physical culture, nationalism, agricultural education and the military in contemporary physical education. 相似文献
132.
133.
Shannon Regan 《期刊图书馆员》2015,68(1-4):318-324
The role electronic resources librarians (ERLs) have in licensing electronic content is the most relevant in the breadth of an ERLs core responsibilities. While ERLs are rarely lawyers in addition to being librarians, the role they play in educating stakeholders, negotiating with publishers and vendors, and crafting understanding of licensing terms is integral for the success of a rapidly growing and changing electronic collections environment. Often, new ERLs have to learn these skills on the job. Discussed are tools and resources for new ERLs to build their electronic content licensing competency and insight on how to educate to advocate for the ERLs role in licensing. 相似文献
134.
Shannon L. Russell Kathryn R. Wentzel Alice E. Donlan 《Learning Environments Research》2016,19(2):241-266
In this study, we examined teachers’ beliefs concerning the meaning and nature of teacher–student trust in a diverse sample of secondary-school teachers (n = 34). Using a grounded-theory approach, a process model of teacher–adolescent trust emerged based on semi-structured interviews and focus groups. Antecedents of trust could be categorised as a function of student ecology (e.g. home environment) and teacher and student actions, including: demonstrating care, being consistent and reliable, making personal connections and engaging in helpful behaviour. Other teacher actions included drawing upon personal resources such as efficacy, social roles and available instructional approaches. Unique student actions highlighted the importance that teachers place on compliance with social norms and honest, responsible behaviour. Perceived benefits of trust reflected changes in: classroom climate, quality of social interactions, available teaching methods and positive student behaviours. Finally, teachers discussed ways in which trust evolved over time. Model processes and new hypotheses generated by the model are discussed in the light of current literature on adult–child relationships and trust in schools. 相似文献
135.
Jane M. Tucker Mary P. Brewster Shannon T. Grugan Lisa M. Miller Sadeiah M. Mapp-Matthews 《Journal of Criminal Justice Education》2019,30(2):165-192
Despite increasing acceptance of LGBTQ individuals in America, homophobia and homophobic attitudes among police officers are still a concern. Both LGBTQ individuals and LGBTQ officers report harassment and discrimination at the hands of police officers. Empirical evidence suggests that these homophobic attitudes are evident among students preparing for criminal justice careers. A number of studies have found that those who plan on law enforcement careers are significantly more homophobic. The current study sought to explore criminal justice students’ attitudes toward LGBTQ individual and LGBTQ police officers. Pursuant to a survey of criminal justice majors at a large public university, findings suggest that males pursuing a law enforcement track expressed the most homophobia and homophobic attitudes. Further statistical analysis indicated that gender, not the law enforcement track, predicts homophobia and homophobic attitudes. 相似文献
136.
Barrie Shannon 《Sex education》2016,16(6):573-585
At present, Australian sex(uality) education curricula aim to equip students with information which facilitates ‘healthy’ sexual choices as they develop. However, this is not neutral information, but rather socially and culturally regulated discourse which encodes a normative binary of sexuality. The largely US-focused sexuality education literature tends to categorise curricula as belonging to either ‘comprehensive’ or ‘conservative’ factions, consisting of progressive, secular approaches or religious- or abstinence-based programmes, respectively. Neither of these factions, however, appear to be able to cater for the integration of issues relevant to gay, lesbian, bisexual, transgender, intersex and queer (GLBTIQ) students nor does this binary conceptualisation represent the reality of Australian sexuality education policy and practice. This paper argues that contemporary sexuality education has a fundamentally neoliberal focus, which aims to assimilate GLBTIQ people into existing normative frameworks (economic and social), rather than challenge them. Such an approach does not foster critical student understandings of oppression, power or morality. The development of critical literacy around sexuality is regarded as essential to meaningfully address the complex needs of GLBTIQ students. The paper explores missing queer discourses within Australian teaching resources. The inclusion of these would benefit GLBTIQ students by bringing previously silenced issues to the fore. 相似文献
137.
Elizabeth Ann Shannon Sue Pearson Wendy Quinn Kate Macintyre 《International Journal of Lifelong Education》2017,36(4):422-441
Part-time postgraduate students make up a significant proportion of the student population, yet their experience remains poorly understood. In this article, a multi-phase, explanatory mixed-method study conducted within Tasmanian health and human services provides some answers. Students reported improved job performance, self-esteem and increased motivation to learn as primary outcomes. Other benefits of significance included an increased ability to manage change and increased job satisfaction. At the other end of the scale, fewer than half of all respondents agreed that part-time postgraduate study led to increased pay or remuneration, and only one-quarter of respondents believed their study led to improvements in personal relationships. There were significant associations between organisational placement and perceptions of benefit. The managers of those who were studying were less likely to perceive either increased job satisfaction or improved job performance in their subordinates. Amongst postgraduate, mature-age, part-time student respondents, their prior experience in higher education, professional background, seniority in the organisation, age and gender were also associated with differing perceptions of the benefits of higher education. These results add to the body of knowledge around the human, social and identity capital benefits associated with lifelong learning, and this study provides guidance for students, employers and universities. 相似文献
138.
The relationships among stressful life events (SLEs), temperament, externalizing and internalizing behaviors, and global life satisfaction were investigated. The Students' Life Satisfaction Scale, the Youth Self Report (YSR) form of the Child Behavior Checklist, a portion of the Life Events Checklist, and the Abbreviated Junior Eysenck Personality Questionnaire, were administered to 1,201 adolescents in grades 6 through 12 in a small city in the Southeast. A modest correlation was found between life satisfaction and Extraversion, whereas moderate correlations were found between life satisfaction and Neuroticism and life satisfaction and SLEs. Based upon hierarchical regression analyses, temperament variables accounted for approximately 16% of the variance in predictions of life satisfaction ratings. When SLEs were added, an additional 3% of the variance in life satisfaction ratings was subsequently explained. Life satisfaction did not operate as a moderator between SLEs and problem behavior. However, when global life satisfaction was added as a mediator variable, results indicated a partial mediational effect, particularly on internalizing behavior. Limitations of the study as well as implications for comprehensive psychological assessments are discussed. © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 677–687, 2002. 相似文献
139.
Two comprehension studies were conducted with 46 deaf college students. In the first, 20 deaf college students representing higher and lower reading-ability levels were tested for correctly stating the main idea of a passage, answering content questions, indicating their understanding of the words and phrases, and recognizing a topically incongruent sentence embedded in the passage. The results suggest that deaf students profess a better understanding of what they read than they are able to demonstrate. The students' inability to identify a topically incongruent sentence in the passage further suggests a need for them to more carefully and accurately evaluate their understanding of what they are reading. A second study investigated the effect of strategy review instruction on deaf college students' comprehension of short reading passages. Students reading at a higher level showed improved comprehension on the posttraining passage, but students reading at a lower level did not. Similarly, the control group of deaf students comparable to the higher-level readers did not show improved comprehension. 相似文献
140.
In semistructured interviews, 20 men and 20 women (10 deaf and 10 hearing) between the ages of 18 and 28 recalled instances of instrumental, social, and expressive writing from their childhood. In contrast to earlier research, we found that instrumental writing occurred as frequently between deaf children and their hearing parents as between deaf children and their deaf parents and that all homes with a deaf family member had telecommunication devices for the deaf(TTYs). Whereas all respondents engaged in some form of social writing, deaf respondents did less personal or expressive writing than their hearing peers. Implications for literacy instruction and further research are that (a) teachers should take advantage of the writing experience that students bring to the classroom, (b) writing should be used as a tool for learning and classroom communication, and (c) the effects of experience, genre, school setting, and technology on the writing of deaf students should be examined. 相似文献