全文获取类型
收费全文 | 308篇 |
免费 | 6篇 |
国内免费 | 2篇 |
专业分类
教育 | 243篇 |
科学研究 | 27篇 |
各国文化 | 4篇 |
体育 | 13篇 |
信息传播 | 29篇 |
出版年
2023年 | 1篇 |
2022年 | 4篇 |
2021年 | 4篇 |
2020年 | 3篇 |
2019年 | 11篇 |
2018年 | 24篇 |
2017年 | 14篇 |
2016年 | 12篇 |
2015年 | 9篇 |
2014年 | 13篇 |
2013年 | 78篇 |
2012年 | 20篇 |
2011年 | 11篇 |
2010年 | 12篇 |
2009年 | 8篇 |
2008年 | 10篇 |
2007年 | 5篇 |
2006年 | 6篇 |
2005年 | 5篇 |
2004年 | 7篇 |
2003年 | 6篇 |
2002年 | 3篇 |
2001年 | 3篇 |
2000年 | 3篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 4篇 |
1996年 | 3篇 |
1995年 | 4篇 |
1994年 | 7篇 |
1993年 | 3篇 |
1992年 | 5篇 |
1990年 | 4篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1983年 | 1篇 |
1981年 | 3篇 |
1980年 | 1篇 |
1977年 | 1篇 |
1965年 | 1篇 |
1962年 | 1篇 |
1961年 | 1篇 |
排序方式: 共有316条查询结果,搜索用时 15 毫秒
171.
Selin Philip Anita A. Neuer Colburn Lee Underwood Hannah Bayne 《Journal of College Counseling》2019,22(1):27-40
The authors conducted a qualitative study using phenomenological inquiry to explore the nature and essence of international students' experience of utilizing religion/spirituality to cope with acculturative stress. Twelve students from 2 public universities and diverse religious/spiritual traditions participated. Results suggest that religion/spirituality plays a central role in the heightening of psychological, cognitive, and social functioning and affects students' performance in the academic environment. Implications for student affairs personnel, counselors, counselor educators, and supervisors are provided. 相似文献
172.
Anita?KothariEmail author Nina?Hovanec Shannon L?Sibbald Lorie?Donelle Patricia?Tucker 《知识管理研究与实践》2016,14(3):401-411
Translating formal and informal knowledge into public health (PH) action is essential given that PH professionals rely on up-to-date and context-specific information for effective programme planning, implementation, and evaluation. Knowledge management (KM) provides possible solutions to this challenge. We conducted an evaluation of a pilot implementation of four KM tools: (1) After Action Review; (2) Communities of Practice; (3) Peer Assist and; (4) Organizational Yellow Pages. The evaluation focused on fidelity, feasibility, and acceptability of the tools. Three main messages emerged from the study findings: (1) KM tools can be implemented in a PH context for the sharing of explicit and tacit knowledge, (2) enabling organizational environments were important for implementation, and (3) the provision of a facilitator during the implementation period was also important and appreciated by study participants. 相似文献
173.
Anita S. McGinty Allison Breit-SmithXitao Fan Laura M. JusticeJoan N. Kaderavek 《Early childhood research quarterly》2011,26(3):255
The present study examined the extent to which two dimensions of intervention intensity, (dose frequency and dose) of a 30-week print-referencing intervention related to the print knowledge development of 367 randomly selected children from 55 preschool classrooms. Dose frequency refers to the number of intervention sessions implemented per week; teachers were randomly assigned to either the high-dose frequency condition (four intervention sessions per week) or the low-dose frequency condition (two intervention sessions per week). Dose refers to number of print-referencing teaching strategies used per intervention session and was a naturally varying variable across classrooms. Structural models of children's spring print knowledge showed a significant interaction of dose and dose frequency in relation to children's outcomes. Follow-up analyses showed that the benefit of providing four versus two print-referencing sessions per week disappeared when teachers were providing a relatively intense number teaching strategies within sessions (i.e., the dose was high). Considered differently, findings also show that increasing the number of print referencing teaching strategies within a session (i.e., the dose) related positively to children's print knowledge development, but only when the weekly number of intervention sessions were low (i.e., two intervention sessions weekly). Overall, findings show that there is a benefit to increasing the dose or dose frequency of the print referencing intervention, but increasing both aspects of intervention intensity appeared to have a diminishing benefit to children's learning. Findings empirically support the multi-dimensional nature of intervention intensity and implications for research and practice are discussed. 相似文献
174.
Anita Bright 《Educational Studies A Journal of the American Educational Studies Association》2015,51(6):460-481
In an effort to support future teachers in their work toward enacting (and not just espousing) counter-hegemonic, social justice concepts, this research describes a course assignment that required teacher candidates (N = 134) to identify an issue related to power and/or privilege with which they personally grapple, and to then construct a professional workshop intended to work toward deepening their own understandings and the understandings of the participants in the workshop. With an emphasis on risk-taking and decentering their own authority, the teacher candidates in this study created critical workshops intended to reduce oppression (at the personal or institutional level), addressing topics across a broad spectrum of inequities. The findings from this research suggest that, given a supportive and collaborative forum, teacher candidates may be equipped to challenge hegemonic ideas and emerge as leaders in a new era of social justice. 相似文献
175.
Anita Mortlock 《International Journal of Early Years Education》2015,23(4):426-435
Mealtimes and their associated rituals are recognised as important aspects of human socialisation; however, much of the research about mealtimes in early childhood education settings has focused on health or on adult–child discursive exchanges. The present study aimed to investigate children's interactions with each other and their influence on the structural aspects of mealtime. The participants were four toddlers and their teachers at one community-based childcare in New Zealand. Narrative data were interpreted from video observations and discussions with teachers. Findings showed that the toddlers playfully cooperated with each other in order to develop their own ritual. This ritual subverted the routine, communicated togetherness and reinforced the toddlers’ identity as separate to that of the adults. This article posits that teachers should seek to understand and respond sensitively to toddlers’ peer rituals, where such rituals engender positive effects on the children's sense of togetherness. 相似文献
176.
Recording search histories, presenting them to the searcher, and building additional interface tools on them offer many opportunities for supporting user tasks in information seeking and use. This study investigated the use of search history information in legal information seeking. Qualitative methods were used to explore how attorneys and law librarians used their memory and external memory aids while searching for information and in transferring to information use. Based on the findings, interface design recommendations were made for information systems. 相似文献
177.
Nielsen AK 《Endeavour》2004,28(4):167-171
Both Danish and English agriculture underwent fundamental restructuring during the second half of the 19th century, and in both cases the dairy sector made great advances. However, the two agricultural industries differed in aims and strategies, and crucially in the extent to which new technologies and scientific methods were implemented. Economic historical analysis is insufficient to explain why the Danish and English dairy industries developed in different ways, and how Danish butter achieved success in the competitive English market. However, with a focus on the role of science and a scientific understanding of the development of these two dairy industries, all becomes clear. 相似文献
178.
Annica Gullberg Kristina Andersson Anna Danielsson Kathryn Scantlebury Anita Hussénius 《Research in Science Education》2018,48(4):691-715
We report how 47 pre-service teachers during their preschool placement in Sweden identify events related to gender and emerging science. We analysed their reflections on the situations with Gee’s Discourse analysis. Two dominant discourse models were identified: the Discourse Construare, where pre-service teachers assumed that children have potential interests in a variety of subjects, and the Discourse Essentia, where children were regarded to have a stable core identity. In the latter discourse, the pre-service teachers’ task would be to encourage the children to be who they are. The analysis found a connection between pre-service teachers’ views of the child and whether gender stereotypes were reproduced or counteracted. The Discourse Essentia is in conflict with the goal in the Swedish national curriculum that all children should learn science. We discuss how the different discourses affect whether children are stimulated or inhibited in their emerging science activities and interests. Based on the results from an analysis of answers reflecting the Discourse Construare, we have designed a model illustrating a process for gender-aware teaching. 相似文献
179.
Marvin J. Westwood Anita Mak Michelle Barker F. Ishu Ishiyama 《International journal for the advancement of counseling》2000,22(4):317-330
If immigrants are to get the best results in theirsocial and work worlds, they must possess not only therelevant cultural information, but also the requisitebehavioural skills inherent in the novel social rolesthat people acquire as members of the new country. This paper argues that the preferred training modelfor developing such competencies is one which utilizesrole-based learning in groups and incorporates aspectsof group counselling theory and practice. Effectivefacilitators of these immigrant groups should beskilled group leaders competent in taking participantsthrough the four stages - alliance building, culturalmapping, coaching and practice, and contract setting - involved in teaching each of severalkey sociocultural competencies. Group leaders will need to performparticular types of task and maintenance functions,and facilitate the development of group inclusion,control, and trust. To achieve this, facilitators arerecommended to use a range of micro skills for groupleading, processing, and counselling. 相似文献
180.
Levi Frehlich Anita Blackstaffe Gavin R. McCormack 《Measurement in physical education and exercise science》2020,24(1):1-10
ABSTRACTThe Physical Activity Neighborhood Environment Scale (PANES) has been used internationally; however, PANES properties have not been assessed in all geographical contexts. Our objectives were to assess the reliability and validity of an online and paper version of the PANES in Canadian adults. Reliability was estimated using intraclass correlation coefficients (ICC), percent of overall agreement (p0) and Cohen’s Kappa coefficient (κ). Lower 95% confidence interval (CI) ICC ranged from 0.10 to 0.70. Lower 95%CI for κ statistics ranged from ?0.20 to 0.64 and p0 ranged from 80.1% to 95.7%. Cronbach’s alpha coefficients (α) estimated internal consistency of the PANES (α = 0.58 for the paper version and α = 0.55 for the online version). Mean scores for the PANES Built Environment Index (BEI) significantly differed by neighborhood street pattern (p < .05). The PANES administrated via paper or online provides reliable overall agreement and valid estimates of the self-reported neighborhood built environment supportiveness of physical activity. 相似文献