全文获取类型
收费全文 | 271篇 |
免费 | 3篇 |
国内免费 | 1篇 |
专业分类
教育 | 232篇 |
科学研究 | 2篇 |
体育 | 8篇 |
文化理论 | 2篇 |
信息传播 | 31篇 |
出版年
2024年 | 1篇 |
2022年 | 1篇 |
2021年 | 7篇 |
2020年 | 11篇 |
2019年 | 25篇 |
2018年 | 20篇 |
2017年 | 25篇 |
2016年 | 15篇 |
2015年 | 10篇 |
2014年 | 12篇 |
2013年 | 49篇 |
2012年 | 10篇 |
2011年 | 11篇 |
2010年 | 7篇 |
2009年 | 5篇 |
2008年 | 12篇 |
2007年 | 6篇 |
2006年 | 8篇 |
2005年 | 5篇 |
2004年 | 8篇 |
2003年 | 4篇 |
2002年 | 3篇 |
2001年 | 1篇 |
2000年 | 2篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 3篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1994年 | 2篇 |
1991年 | 2篇 |
1990年 | 2篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1985年 | 1篇 |
1983年 | 1篇 |
排序方式: 共有275条查询结果,搜索用时 31 毫秒
271.
Eddie Comeaux Tina Bachman Rena M. Burton Aida Aliyeva 《Journal of Science Education and Technology》2017,26(1):24-32
Employing the conceptual model developed by Comeaux and Harrison (Coll Stud Aff J 30(1):75–87, 2011), this study explored the undergraduate experience of Division I athlete STEM graduates. Data collection involved 17 in-depth interviews with former athletes at two research-intensive, public institutions. Results revealed that pre-college characteristics, involvement in purposeful STEM-related activities, and sport participation, as well as academic support and guidance within athletic departments, play important roles in shaping the experiences of athletes who earn STEM degrees. Implications for student affairs professionals, faculty, and others who frequently interact with college athletes and are committed to creating more equitable educational environments are discussed. 相似文献
272.
Tina Boikos 《海外英语》2008,(11):50-51
She played with the withered paper in her trembling hands, weaving it gently through her fingers.Like an addict getting her fix,the tattered scrap piece of paper crinkled, and she drank up every last noise in the otherwise pin-drop silentbedroom.…… 相似文献
273.
Tina L. Stanton‐Chapman Christopher B. Denning Kristen Roorbach Jamison 《Psychology in the schools》2008,45(7):644-664
This study examined the effects of a multicomponent social communication intervention to promote language learning and peer‐directed social interactions in preschool children with disabilities. Participants were eight children with developmental disabilities who met the specified criteria for the study. The intervention consisted of three components: (a) a planning period for instructional purposes, (b) a play session to practice skills, and (c) a brief reporting period to review skill performance. A multiple baseline design across two dyads replicated across two additional dyads was used. Results indicated an increase in peer‐directed requests, verbal requests, and word diversity for 6 of the 8 participants postintervention. Implications of the results are discussed. © 2008 Wiley Periodicals, Inc. 相似文献
274.
Dr. Christine Johannes Prof. Dr. Tina Seidel 《Zeitschrift für Erziehungswissenschaft》2012,15(2):233-251
Despite a growing interest in professionalization, research on didactic training of novice university teachers is lacking. This contribution, therefore, analyzes the development of teaching intentions and strategies (teaching approaches) in relation to teaching action, professional vision and teacher identity during a video-based training. We questioned fourteen novice teachers in a pre-post-design and with reference to video-taped teaching sessions. We also conducted a systematic video analysis. The results show that the teachers?? approaches start out rather teacher-focused. However, these approaches become more coherent to teaching action over time, which, in combination with emerging self-efficacy in teaching, indicates a developing teaching profile. Teachers?? professional vision of their own teaching is strongly focused on themselves. Teachers reflect on discrepancies between intentions and action and, by this, they can deduce concrete actions to make their teaching coherent to their intentions. We, therefore, conclude that our training equips teachers with the necessary tools for changes in action. Even so, putting this knowledge into practice also depends on contextual factors. 相似文献
275.
OBJECTIVE: The purpose of this longitudinal study was to determine whether there were differences in child abuse potential among mothers who were nonusers, drug users who accepted treatment, and drug users who rejected offers of treatment, over the first 2 years of their children's lives. METHOD: Participants were mothers of 140 infants, classified into Nonuser (n = 48), Treatment (n = 72), or Refuser (n = 20) groups. The Child Abuse Potential (CAP) Inventory [Milner, J. S. 1980. The Child Abuse Potential Inventory: Manual. Webster, NC: Psytec Corporation] was administered when infants were 4, 9, 12, 18, and 24 months. RESULTS: Results of mixed-model analyses of variances showed no group differences on CAP Inventory abuse scale scores. There were significant group differences in lie scale scores on the CAP Inventory, such that lie scale scores for the Nonuser group were significantly higher than lie scale scores for the Treatment group. CONCLUSIONS: Overall, results support the position that low-income women with many risk factors in their lives are at high risk for potential child abuse, but that their drug use status and drug treatment status does not differentiate them from their nonuser peers from a similar social and demographic background. 相似文献