全文获取类型
收费全文 | 192篇 |
免费 | 3篇 |
专业分类
教育 | 157篇 |
科学研究 | 6篇 |
各国文化 | 3篇 |
体育 | 6篇 |
文化理论 | 2篇 |
信息传播 | 21篇 |
出版年
2023年 | 3篇 |
2022年 | 2篇 |
2021年 | 2篇 |
2020年 | 5篇 |
2019年 | 13篇 |
2018年 | 8篇 |
2017年 | 5篇 |
2016年 | 9篇 |
2015年 | 8篇 |
2014年 | 3篇 |
2013年 | 42篇 |
2012年 | 4篇 |
2011年 | 5篇 |
2010年 | 5篇 |
2009年 | 3篇 |
2008年 | 5篇 |
2007年 | 3篇 |
2006年 | 4篇 |
2005年 | 2篇 |
2004年 | 3篇 |
2003年 | 5篇 |
2002年 | 4篇 |
2001年 | 2篇 |
1998年 | 2篇 |
1997年 | 3篇 |
1996年 | 3篇 |
1993年 | 1篇 |
1992年 | 4篇 |
1991年 | 2篇 |
1990年 | 1篇 |
1987年 | 5篇 |
1985年 | 4篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1978年 | 1篇 |
1977年 | 2篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1973年 | 2篇 |
1972年 | 2篇 |
1971年 | 1篇 |
1967年 | 1篇 |
1961年 | 1篇 |
1887年 | 1篇 |
1875年 | 1篇 |
排序方式: 共有195条查询结果,搜索用时 15 毫秒
11.
Samuel Asare Helen Nicholson Sarah Stein 《Journal of Higher Education Policy & Management》2017,39(6):593-606
Much of the existing literature on student engagement focuses on what happens within the higher education environment or what the institution has direct control over, restricting understanding of how issues outside of the institution affect engagement. This paper argues that efforts to improve student engagement should be broadened to incorporate issues relating to the family. It employed a case study design in order to develop a broad and more in-depth understanding of how family influences the amount of time and effort students invest in their learning in a large public university in Ghana. It was established that engagement is influenced by family expectation, financial and social support, as well as monitoring of students’ academic performance. The unique contribution of the study is that it broadens current understandings of engagement because it adds an aspect that has not been highlighted in current work on engagement, making a case for institutions to work more with families to get a broader understanding of challenges students face in order to provide comprehensive support. 相似文献
12.
James Stein 《Communication methods and measures》2019,13(1):19-25
Both classical and contemporary interpersonal theories have identified the social networks surrounding a couple as integral players in relational development and maintenance. The current project extends this line of research by designing (Study 1) and implementing (Study 2) a measurement of social network interdependence. Scales of network interference and facilitation are developed and probed using exploratory and confirmatory factor analysis. Results support distinct measures of network interference and facilitation. Invariance between differencing samples is tested for using multi-factor CFA. Results showed that measures of network interference and facilitation significantly vary between married and dating couples. Finally, convergent, divergent, and concurrent validity is tested for subscales using variables in relational turbulence theory. Results demonstrate that network interference and facilitation uniquely impact outcome variables above and beyond experiences of partner interference and facilitation. Results are discussed in terms of theory development. 相似文献
13.
The public's growing interest in health information and the health professions' increasing need to locate health education materials can be answered in part by the new Combined Health Information Database (CHID). This unique database focuses on materials and programs in professional and patient education, general health education, and community risk reduction. Accessible through BRS, CHID suggests sources for procuring brochures, pamphlets, articles, and films on community services, programs at HMOs and hospitals, aspects of coping, and more. CHID is a joint project of six federally funded agencies in the Public Health Service. CHID provides citations with abstracts to major health journals, books, reports, pamphlets, hard-to-find information resources, and to health education programs under way in state and local health departments and other locations. 相似文献
14.
15.
16.
Lang AJ Laffaye C Satz LE McQuaid JR Malcarne VL Dresselhaus TR Stein MB 《Child abuse & neglect》2006,30(11):1281-1292
OBJECTIVE: Women with histories of childhood maltreatment (CM) have higher rates of physical health problems and greater medical utilization compared to women without abuse histories. This study examined whether current post-traumatic stress disorder (PTSD) symptoms mediate the relationship between CM and indicators of physical health and medical utilization in female veterans. METHOD: Respondents were 221 female veterans (56% of the potential sample), who received medical care from the San Diego VA Healthcare System during a 12-month period. Respondents provided self-report information about CM, PTSD symptoms, use of pain medication, and physical symptoms and functioning. Additional information about medical utilization was extracted from respondents' medical charts. Regression-based models were conducted to test whether PTSD symptoms mediate the relationships between CM and physical symptoms and between CM and medical utilization. RESULTS: Emotional abuse was associated with poorer role-physical functioning, increased bodily pain and greater odds of using pain medication in the past 6 months. Physical abuse was associated with poorer general health. Contrary to prediction, emotional neglect was associated with better role-physical functioning, and CM was not associated with increased healthcare utilization. PTSD was shown to mediate the relationship between emotional and physical abuse and health outcomes. CONCLUSIONS: PTSD, or psychopathology more generally, appears to be an important factor in the negative health impact of CM. Given that several empirically supported interventions are available for PTSD, there may be physical health benefits in early identification and treatment of psychopathology related to CM. 相似文献
17.
Estelle Macdonald Uttom Chowdhury Jackie Dabney Miranda Wolpert Samuel M. Stein 《Emotional and Behavioural Difficulties》2013,18(1):43-52
Abstract An NHS Trust set up groups to teach social skills to children and adolescents using a cognitive behavioural framework. One group of seven children (five boys and two girls) is described. Parents were invited to a parallel parents' group. Each group lasted for 90 minutes and ran weekly for 6 weeks. Extensive liaison with parents and teachers took place before, during and after the group. Analysis of pre- and postgroup questionnaires sent to parents and teachers indicated improved social functioning, outside the group, for most of the children. Parents valued the dialogue with professionals and often felt supported by them for the first time. Therapists' contact with teachers ensured full knowledge of children's behaviour and the transfer of skills to schools. Cognitive behavioural techniques with children under-going group work require intensive liaison to facilitate generalization of skills learnt. 相似文献
18.
Abstract In the present study the relationship between teaching and learning was examined using a conceptual framework that links dimensions of instructional tasks with gains in student learning outcomes. The greatest student gains on a performance assessment consisting of tasks that require high levels of mathematical thinking and reasoning were related to the use of instructional tasks that engaged students in the “doing of mathematics” or the use of procedures with connections to meaning. In addition, student performance gains were greater for those sites whose tasks were both set up and implemented to encourage the use of multiple solution strategies, multiple representations, and explanations. Whereas, student performance gains were relatively small for those sites whose tasks tended to be both set up and implemented in a procedural manner and that required a single solution strategy, single representations, and little or no mathematical communication. 相似文献
19.
H. Jerome Freiberg T. A. Stein Shwu‐yong Huang 《Educational Research and Evaluation》2013,19(1):36-66
ABSTRACT As part of a study of the life‐cycle of inner‐city schools, the achievement of elementary school students (on MAT6 and TEAMS tests) who had teachers trained in a classroom management program in one school were compared with students in a comparison school during a four‐year period. Students at Madison Elementary School showed statistically greater achievement gains on both nationally normed achievement tests (MAT6) and on state criterion‐referenced achievement battery than students at the comparison school in each of three years. The overall effect size due to program treatment on the MAT6 test scores was large, ranging from .43 (1986–87) and .83 (1987–88) during intervention to .73 (1988–89) after intervention. Similar results were found in the TEAMS test associated with the program intervention with overall effect size of 1.02 (1987–88) and .78 (1988–89) in mathematics, .68 and .77 in reading, and .59 and .77 in writing for the respective years. On measures of learning environment, in a post hoc analysis (1990–91), students at Madison perceived their environment to be significantly more positive than comparison students. Teacher and principal interviews during and after the intervention periods provided contextual guidance for the findings. 相似文献
20.
Finnborg S. Steinþórsdóttir Þorgerður Einarsdóttir Gyða M. Pétursdóttir Susan Himmelweit 《高等教育研究与发展》2020,39(2):362-375
ABSTRACTResearch grant funding influences the organisation of academic work and academic careers. We problematise general approaches to gender bias in research grant funding and argue that it fails to include the wider structures of inequality and the unequal gendered power relations in academia. Approaching the subject with gender budgeting we challenge assumed gender-neutral practices. The objective is to illuminate how the gendered funding system and (the previous and subsequent) gendered structures of academia are maintained. The whole grants scheme is assessed, drawing on statistical data collected on the whole population of a medium-size, comprehensive research and educational institution in Iceland, and two types of competitive grants. The data is measured against the pool of applicants and comparisons within and between fields and ranks are made. By including the structures of inequality and the gendered power relations, the results show how the funding system is biased not only in favour of men, but towards the male-dominated and culturally masculine positions and fields. This approach illustrates the need to address the whole academic system in order to challenge the norms that maintain and reproduce gender inequalities. 相似文献