全文获取类型
收费全文 | 375篇 |
免费 | 4篇 |
专业分类
教育 | 271篇 |
科学研究 | 14篇 |
各国文化 | 10篇 |
体育 | 47篇 |
综合类 | 2篇 |
文化理论 | 3篇 |
信息传播 | 32篇 |
出版年
2022年 | 6篇 |
2020年 | 4篇 |
2019年 | 8篇 |
2018年 | 12篇 |
2017年 | 11篇 |
2016年 | 17篇 |
2015年 | 4篇 |
2014年 | 10篇 |
2013年 | 95篇 |
2012年 | 7篇 |
2011年 | 9篇 |
2010年 | 5篇 |
2009年 | 6篇 |
2008年 | 14篇 |
2007年 | 12篇 |
2006年 | 10篇 |
2005年 | 4篇 |
2004年 | 6篇 |
2003年 | 10篇 |
2002年 | 8篇 |
2001年 | 5篇 |
2000年 | 10篇 |
1998年 | 3篇 |
1997年 | 5篇 |
1996年 | 2篇 |
1995年 | 3篇 |
1994年 | 3篇 |
1993年 | 2篇 |
1992年 | 3篇 |
1991年 | 5篇 |
1990年 | 5篇 |
1989年 | 5篇 |
1988年 | 6篇 |
1987年 | 4篇 |
1986年 | 2篇 |
1985年 | 3篇 |
1984年 | 4篇 |
1982年 | 9篇 |
1981年 | 4篇 |
1980年 | 4篇 |
1979年 | 3篇 |
1978年 | 4篇 |
1977年 | 4篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1973年 | 2篇 |
1969年 | 2篇 |
1968年 | 4篇 |
1907年 | 1篇 |
1885年 | 1篇 |
排序方式: 共有379条查询结果,搜索用时 15 毫秒
131.
132.
Patrick J. Ward 《Religious education (Chicago, Ill.)》2013,108(2):126-131
The purpose of this column is to keep religious educators abreast of relevant significant research in the general field of psychology. Each section describes a group of findings which have been reported in PSYCHOLOGICAL ABSTRACTS together with titles of these works so that those who wish may go to the original source. This column is written as a service to religious educators by the Union College Character Research Project. All abstracts are used with permission of the periodical, PSYCHOLOGICAL ABSTRACTS. The abstract numbers are Volume 38, Numbers 1‐3, 1964. 相似文献
133.
At Georgia State, combining quantitative and qualitative techniques provides greater insight than using either method alone. 相似文献
134.
Michael R. M. Ward 《British Journal of Educational Studies》2018,66(2):225-242
Since the 1970s, the process of deindustrialisation, accompanied by social, cultural and political changes, has altered youth transitions from school to work. This paper is drawn from an Economic and Social Research Council-funded study that explored the diversity of white, working-class young men (aged between 16 and 18) in a post-industrial community. The study focused on how young men performed their masculinities through different post-16 educational pathways and within the limits of place and a disadvantaged social class position. In this paper, I explore the way three of these young men who were enrolled on different vocational education and training courses learned how to display acceptable masculinities within these settings. Drawing on the work of Goffman, I argue that these vocational courses can ‘frame’ traditional forms of working-class masculinity, but also have the potential to enable alternative performances of masculinity to come through. However, the role of a locale’s industrial heritage on gendered and classed expectations is important, and the impact this has on successful futures needs to be recognised. 相似文献
135.
Institutions that successfully educate students to lead “the good life” attend to their campus's culture, curriculum, cocurriculum, and community.The authors of this article explore nuances of these four C's. 相似文献
136.
In this study, we seek to illuminate teachers’ constructions of US teacher evaluation policies through close analysis of the way teachers in one district describe these policies. We conducted a thematic discursive analysis of 60 teachers’ speeches, recorded during local school board meetings in a Tennessee school district. Using discursive psychology as a lens, analysis focuses on the teachers’ constructions of teacher accountability policies and their own positioning within the policies. We also attend to the linguistic resources teachers used in justifying their decision to speak during the meetings. Findings showed that while drawing upon repertoires of human capital and one-size-fits-all education, the teachers’ patterned participation involved the contestation of status quo practices of teacher evaluation and effectiveness by contrasting them with imagined possibilities of what evaluation could be instead. Implications for developing teacher evaluation are discussed. 相似文献
137.
This article reports on a study of student and teacher perceptions of the purpose and effectiveness of laboratory work in
science at the Year 10 level of secondary school. The main focus of the study was a comparison between the perceptions of
one class of students and their teacher at each of six different schools with regard to the aims, regularity, conduct and
assessment of laboratory work. The study identified a number of areas of mismatch between students and their teachers. The
findings of the study will be of use to teachers in developing and improving their science curriculum, particularly with regard
to laboratory work. 相似文献
138.
Virginia Ramseyer Winter Michaella Ward Sarah Pilgrim Mackenzie Cook Alison Summers 《American journal of sexuality education》2019,14(2):152-164
Research suggests body image is related to sexual behaviors, which can impact sexual health across the lifespan. This paper aims to explain the necessity for including body image content in sexuality education to improve outcomes among girls. Our recommendations, supported by theory and empirical research include (a) an assessment of existing curricula; (b) designing new, theoretically-informed curricula; (c) using innovative technology in sex education; (d) rigorous evaluation of existing and new curricula; and (e) revising the National Sexuality Education Standards. These recommendations are discussed after providing the necessary background and rationale. 相似文献
139.
140.
Sense of Belonging as a Predictor of Intentions to Persist Among African American and White First-Year College Students 总被引:1,自引:0,他引:1
Leslie R. M. Hausmann Janet Ward Schofield Rochelle L. Woods 《Research in higher education》2007,48(7):803-839
This study investigates the role of students’ sense of belonging to their university in college student retention. Using individual
growth curve modeling, we examined (a) whether sense of belonging predicts intentions to persist, and (b) the effects of an
intervention designed to enhance students’ sense of belonging. African American and white first-year students completed surveys
three times throughout the academic year. Students were randomly assigned to a group that received an intervention to enhance
students’ sense of belonging or to one of two control groups. Sense of belonging was found to predict intentions to persist,
controlling for background variables and other predictors of persistence. Overall, sense of belonging and intentions to persist
declined over the academic year. However, the decline in sense of belonging was smaller for students in the intervention group.
Implications for the development of college retention programs and for existing models of student persistence are discussed. 相似文献