全文获取类型
收费全文 | 180篇 |
免费 | 8篇 |
专业分类
教育 | 131篇 |
科学研究 | 13篇 |
体育 | 15篇 |
文化理论 | 1篇 |
信息传播 | 28篇 |
出版年
2023年 | 2篇 |
2022年 | 2篇 |
2021年 | 1篇 |
2020年 | 7篇 |
2019年 | 5篇 |
2018年 | 12篇 |
2017年 | 17篇 |
2016年 | 11篇 |
2015年 | 12篇 |
2014年 | 13篇 |
2013年 | 36篇 |
2012年 | 2篇 |
2011年 | 3篇 |
2010年 | 4篇 |
2009年 | 3篇 |
2008年 | 3篇 |
2007年 | 4篇 |
2006年 | 2篇 |
2005年 | 5篇 |
2004年 | 2篇 |
2003年 | 1篇 |
2002年 | 2篇 |
2000年 | 1篇 |
1999年 | 3篇 |
1998年 | 1篇 |
1996年 | 3篇 |
1995年 | 1篇 |
1994年 | 2篇 |
1991年 | 1篇 |
1989年 | 2篇 |
1987年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1976年 | 3篇 |
1975年 | 1篇 |
1973年 | 1篇 |
1939年 | 1篇 |
1927年 | 2篇 |
1926年 | 2篇 |
1923年 | 2篇 |
1921年 | 1篇 |
1920年 | 2篇 |
1919年 | 2篇 |
排序方式: 共有188条查询结果,搜索用时 31 毫秒
91.
This investigation tested the notion that speakers should own their emotions by using I-messages rather than You-messages when conveying their feelings. In Study 1, hypothetical self-attributed (I) emotion messages were compared to other-attributed (You) messages, with an I-You message added in Study 2. In both studies, the effect of both positive and negative emotion statements on perceived politeness, effectiveness, and emotional reactions were assessed. No differences were found in reactions to the message forms for negative emotions, but both studies provided evidence for differences in respondents' reaction to positive emotional expressions. These results suggest a self-serving bias; recipients do not distinguish between ways of phrasing negative emotions expressed to them, but apparently appreciate being given credit for speakers' positive emotions. Implications for therapists, communication consultants, and practitioners are discussed. 相似文献
92.
Many states require children to reach age 5 by a specified date in the calendar year in order to begin kindergarten. We use birth certificate records from 1999 to 2004 to assess whether parents systematically time childbirth before these eligibility cutoff dates to capture the option value of sending their child to school at a relatively young age, thereby avoiding a year of child care costs. Testing for discontinuities in the distribution of births around cutoff dates, we find no evidence that the option value influences the timing of birth. Similarly, we find no systematic discontinuities in average mothers’ characteristics or babies’ health outcomes around cutoff dates. Timing in the neighborhood of eligibility cutoffs occurs only when the cutoffs coincide with weekends or holidays, which may have implications for recent research that assumes birth dates in the neighborhood of cutoffs are essentially randomly assigned. 相似文献
93.
94.
Learning is critical to both economic prosperity and social cohesion. E-government learning, which refers to the government's use of web-based technologies to facilitate learning about subjects that are useful to citizens, is relatively new, relevant, and potentially cost-effective. This work proposes and verifies that the technology acceptance model (TAM) can explain and predict usage of e-government learning. The TAM examines how perceived ease of use and perceived usefulness and their antecedents influence intention and usage of a system. This study identifies antecedents that account for individual differences, thereby enhancing the explanatory power of the built model. A survey is used to collect data from users of an e-government learning website in Taiwan. Structural equation modeling is employed to examine the fit of the data to the model. From a theoretical point of view, this research extends the TAM to e-government learning and identifies the perceived e-government learning value and perceived enjoyment as antecedents of usage of e-government learning. This study also provides directions for future research and approaches to promote e-government learning. 相似文献
95.
96.
97.
Stacy Lee Peñalva Linda Skidmore Coggin Carmen L. Medina 《Diaspora, Indigenous, and Minority Education》2014,8(2):92-107
Although the notion of cultural capital (Bourdieu, 1986) has been well studied and affirmed as important in recognizing the strengths of children and developing inclusive pedagogical models (Albright & Luke, 2008), this article presents a study of transcultural spiritual literacy—an element of cultural capital that is often overlooked, seldom studied in an organized fashion (Smith & Osborn, 2007, p. 23), and rarely validated in pedagogical inquiry as a vital indicator of children’s meaning-making. However, this important form of cultural capital threads through the lives of children who participated in this study, which provided a “multi-modal ethnographic gaze” (Rowsell, 2011, p. 335) of spiritual literacies of 14 children from first-generation immigrant Latino families at a U.S. church-affiliated community center. This article, which discusses part of that study, will focus on the artifactual mediations of one of those children: Paulina. Spirituality, although not synonymous with religion in our study, overlaps with religion in both space and ideology, and surround issues including identity, transcultural navigations, and sociocritical perspectives and understandings. 相似文献
98.
Stacy Delacruz 《TechTrends》2014,58(5):62-69
A student teacher placed at a school with a high English Language Learner population used mini iPads, and an application called Nearpod, during guided reading instruction. Groups of students in a fourth grade classroom used this application. The students and the teacher were interviewed to determine the benefits and challenges of this approach. An analysis of data revealed that all of the students found this type of guided reading to be beneficial and motivating in learning the content presented through the application. Students also explained how they could transfer the knowledge gained into their independent work. The teacher discussed how it improved organization in a guided reading group, but how careful consideration and planning must be done to ensure the technology will work properly during guided reading. It is recommended that the Nearpod application be used in guided reading lessons because of its user-friendliness, ability to engage students, and monitor their progress. 相似文献
99.
100.
Virginia Worley Stacy Otto Lucy E. Bailey 《Educational Studies A Journal of the American Educational Studies Association》2013,49(2):192-223
Rather than using literary texts to evidence an analytic argument, within this piece we read Julia McNair Wright's (US, 1840–1902), Sidonie-Gabrielle Colette's (France, 1873–1954), and Willa Cather's (US, 1873–1947) texts through theoretical lenses that expose their educational meaning and value and that create conversation among them concerning girls’ and women's educations. While we do not claim that one can generalize these women's works and lessons to every life, we contend that these women and the literary products they created offer girls and women powerful lessons about resistance, subversion, and nurturing one's intellect, lessons that in some ways transcend class and race in particular. First, we define and explain Bruner's concept of the more using Rosenblatt, Gallagher, and Gardner's theories and findings to illuminate his concept. Next, we identify and examine three themes that emerge across these authors’ texts—subverting through the everyday, becoming one's own steward, and moving from survival to self-actualization. Establishing these themes first in Wright's texts, we then use them to frame Colette's and Cather's fiction and support these themes by focusing on one lesson that emerges from each author's work(s). Finally, we ask what one might learn about educating girls and women from these texts and others whose educative meaning and value remain hidden. 相似文献