全文获取类型
收费全文 | 205篇 |
免费 | 4篇 |
专业分类
教育 | 127篇 |
科学研究 | 52篇 |
各国文化 | 2篇 |
体育 | 7篇 |
文化理论 | 4篇 |
信息传播 | 17篇 |
出版年
2021年 | 5篇 |
2020年 | 7篇 |
2019年 | 3篇 |
2018年 | 6篇 |
2017年 | 6篇 |
2016年 | 5篇 |
2015年 | 2篇 |
2014年 | 7篇 |
2013年 | 59篇 |
2012年 | 5篇 |
2010年 | 4篇 |
2009年 | 3篇 |
2007年 | 2篇 |
2006年 | 3篇 |
2005年 | 2篇 |
2004年 | 5篇 |
2003年 | 2篇 |
2002年 | 3篇 |
2001年 | 4篇 |
1997年 | 2篇 |
1994年 | 2篇 |
1993年 | 3篇 |
1992年 | 3篇 |
1987年 | 2篇 |
1984年 | 3篇 |
1982年 | 2篇 |
1978年 | 2篇 |
1974年 | 3篇 |
1969年 | 2篇 |
1968年 | 1篇 |
1962年 | 2篇 |
1961年 | 2篇 |
1960年 | 1篇 |
1942年 | 1篇 |
1927年 | 1篇 |
1926年 | 1篇 |
1925年 | 2篇 |
1924年 | 1篇 |
1922年 | 1篇 |
1921年 | 1篇 |
1920年 | 1篇 |
1919年 | 1篇 |
1918年 | 2篇 |
1910年 | 1篇 |
1908年 | 3篇 |
1905年 | 2篇 |
1900年 | 1篇 |
1895年 | 1篇 |
1890年 | 5篇 |
1889年 | 8篇 |
排序方式: 共有209条查询结果,搜索用时 31 毫秒
61.
This paper proposes a typology of communities of practice based on their knowledge characteristics. The structure of a community of practice, in terms of knowledge, may tend to the stratified or to the egalitarian. The predominant knowledge activity of the community may be sharing or nurturing. This produces four classes of community of practice. The paper identifies and discusses examples of these classes. It is argued that the class to which a community belongs tends to determine the rapidity with which knowledge within the community evolves and the degree of pluralism, as opposed to homogeneity, that the knowledge exhibits. The paper concludes by discussing some of the implications of the typology for knowledge management practice. 相似文献
62.
While participation in the activities like bondage, domination, submission/sadism, masochism that fall under the umbrella term BDSM is widespread, stigma surrounding BDSM poses risks to practitioners who wish to disclose their interest. We examined risk factors involved with disclosure to posit how sex education might diffuse stigma and warn of risks. Semi-structured interviews asked 20 adults reporting an interest in BDSM about their disclosure experiences. Most respondents reported their BDSM interests starting before age 15, sometimes creating a phase of anxiety and shame in the absence of reassuring information. As adults, respondents often considered BDSM central to their sexuality, thus disclosure was integral to dating. Disclosure decisions in nondating situations were often complex considerations balancing desire for appropriateness with a desire for connection and honesty. Some respondents wondered whether their interests being found out would jeopardize their jobs. Experiences with stigma varied widely. 相似文献
63.
64.
65.
Maria Julia Hermida Maria Soledad Segretin Diego Edgar Shalom Matías Lopez‐Rosenfeld Marcelo Claudio Abril Sebastin Javier Lipina Mariano Sigman 《Mind, Brain, and Education》2020,14(1):61-70
Extreme poverty all over the world is concentrated in rural settings. However, studies about cognition in low socioeconomic status (SES) children are for the most part conducted in urban populations. This paper investigates, in a poor rural sample, what are the individual and socioenvironmental variables that make the difference in performance in a processing speed task. Forty four 5‐year‐old children were evaluated with a processing speed task; individual and socioenvironmental information was obtained from parents' interviews. Higher scores in the effortful control dimension of temperament were associated with higher performance in the processing speed task. No other individual or socioenvironmental variable predicted the performance. These results showed that effortful control is important in processing speed and suggest that in low SES rural contexts, low effortful control children would require stronger interventions. 相似文献
66.
Edgar I. Farmer Howard S. Paris 《Community College Journal of Research & Practice》2013,37(5):399-408
The ways in which the Education Pilot Criteria for the Malcolm Baldrige National Quality Award were adapted for use in institutional self-assessment are summarized. Research results are based on self-reported perceptions of academic deans in the North Carolina Community College System regarding current and future applications of continuous quality improvement principles in the academic setting. 相似文献
67.
Edgar F. Pierce Norris W. Eastman Hem T. Tripathi Kirsten G. Olson William L. Dewey 《Journal of sports sciences》2013,31(6):499-502
Previous research investigating the response of plasma ß‐endorphins (ß‐EP) to resistance exercise has resulted in equivocal findings. To further examine the effects of resistance exercise on ß‐endorphin immunoreactivity, six resistance‐trained athletes participated in a three‐set series of eight repetitions of isotonic exercise. All exercises were performed at 80% maximal effort. Blood was sampled from the group by venepuncture, both prior to and following the exercise bout, and ß‐endorphin concentration was determined by radioimmunoassay. The results indicated that mean ( ± S.E.) plasma levels of ß‐endorphins following exercise (18.04 ± 3.4 pg ß‐EP ml‐1) were not significantly changed from pre‐exercise (control) levels (19.59 ± 2.4 pg ß‐EP ml‐1), although there was considerable inter‐individual variability. Our results support previous research which has reported no significant changes in ß‐endorphin immunoreactivity following resistance exercise, as well as reported findings of considerable variability in the ß‐endorphin response to exercise. 相似文献
68.
Edgar Dale 《The Teacher Educator》2013,48(2):18-22
Most students learn less and forget more than they should, an unnecessary waste of time and money. Dr. Dale accurately identifies some typical instructional weaknesses and clearly suggests remedies. 相似文献
69.
Edgar W. Jenkins 《Studies in Science Education》2013,49(1):1-25
Students' questions play an important role in meaningful learning and scientific inquiry. They are a potential resource for both teaching and learning science. Despite the capacity of students' questions for enhancing learning, much of this potential still remains untapped. The purpose of this paper, therefore, is to examine and review the existing research on students' questions and to explore ways of advancing future work into this area. The paper begins by highlighting the importance and role of students' questions from the perspectives of both the learner and the teacher. It then reviews the empirical research on students' questions, with a focus on four areas: (1) the nature and types of these questions; (2) the effects of teaching students questioning skills; (3) the relationship between students' questions and selected variables; and (4) teachers' responses to, and students' perceptions of, students' questions. Following this, some issues and implications of students' questions for classroom instruction are discussed. The paper concludes by suggesting several areas for future research that have significant value for student learning. 相似文献
70.