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211.
Tricia A. Seifert Kathleen M. Goodman Nathan Lindsay James D. Jorgensen Gregory C. Wolniak Ernest T. Pascarella Charles Blaich 《Research in higher education》2008,49(2):107-125
Despite scholars’ praise of liberal arts education as a model form, very little research has examined the actual impact of
liberal arts education on learning outcomes. The elaborate rhetoric and anecdotal support, long used to advance liberal arts
education as the premier type of education with value for all, is no longer sufficient. The practices and conditions that
lead to outcomes of a liberally educated student remain an empirical black box. Guided by the work of Pascarella et al. [2005, Liberal arts colleges and liberal arts education: New evidence on impacts. ASHE Higher Education Report, 31(3)], this study examined the extent to which an institutional ethos, that values student–student
and student–faculty interaction within a supportive environment characterized by high expectations for developing the intellectual
arts, manifests in the lived experiences of students and predicts the development of outcomes theoretically associated with
the liberal arts. Specifically, we investigated the construct and predictive validity of the liberal arts experience scale
relative to liberal arts outcomes. Using data from the first phase of the Wabash National Study of Liberal Arts Education,
net of student background characteristics and institution attended, we found liberal arts experiences had a positive effect
on four of six liberal arts outcomes, including intercultural effectiveness, inclination to inquire and lifelong learning,
well-being, and leadership.
相似文献
Tricia A. SeifertEmail: |
212.
Lindsay Taraban Daniel S. Shaw Leslie D. Leve Misaki N. Natsuaki Jody M. Ganiban David Reiss Jenae M. Neiderhiser 《Child development》2019,90(4):e468-e485
This study used a large (N = 519), longitudinal sample of adoptive families to test overreactive parenting as a mediator of associations between parental depressive symptoms and early childhood externalizing, and parents’ social support satisfaction as a moderator. Maternal parenting (18 months) mediated the association between maternal depressive symptoms (9 months) and child externalizing problems (27 months). Paternal parenting was not a significant mediator. Unexpectedly, we found a cross-over effect for the moderating role of social support satisfaction, such that partners’ social support satisfaction reduced the strength of the association between each parent's own depressive symptoms and overreactive parenting. Results point to the importance of accounting for broader family context in predicting early childhood parenting and child outcomes. 相似文献
213.
Lindsay Hahn Ron Tamborini Brian Klebig Eric Novotny Clare Grall Matthias Hofer 《Communication Studies》2019,70(1):59-78
Content analyses examining the values expressed in popular music have been predominantly ad hoc, limited to antisocial themes, and lacking a comprehensive theoretical coding scheme. We applied a content analytic scheme based in the model of intuitive morality and exemplars (MIME) to examine altruistic and egoistic values in popular music over 60 years. Findings show (a) more frequent representation of egoistic than altruistic motivations, and (b) the profusion of egoistic motivations focused mostly on romantic (in adult-targeted music) but also platonic (in child-targeted music) relationships. 相似文献
214.
Angela Carbone Liam Phelan Katherine Lindsay Steve Drew Sue Stoney 《Assessment & Evaluation in Higher Education》2015,40(2):165-180
In the rapidly changing global higher education sector, greater attention is being paid to the quality of university teaching. However, academics have traditionally not received formal teacher training. The peer-assisted teaching programme reported on in this paper provides a structured yet flexible approach for peers to assist each other in reinvigorating and refining their teaching practice. Academics participated in this national, multi-institutional trial for varied reasons: the majority voluntarily, others to increase low student evaluation of course scores and some as part of a graduate certificate teaching qualification. Here we report on how academics used the scheme, and the teaching areas they focused on. Student evaluation of course scores increased in the majority of courses, suggesting the changes made had a positive effect on students’ learning experiences. The experiences of the multi-institutional trial reported here may benefit others considering such a scheme to reinvigorate and refine teaching practice and improve course evaluation scores. 相似文献
215.
216.
Thomas K. Lindsay 《Academic Questions》2012,25(3):366-371
217.
Geoff Lindsay 《Education 3-13》2013,41(3):47-52
Baseline assessment is well established, and generally regarded positively by teachers. However, it is used for different purposes, including identification of special educational needs and value added analyses of schools. The results of an evaluation of the national arrangements indicate variation in content and implementation of schemes. The implications of current evidence for the future development of baseline assessment are considered. 相似文献
218.
Rollanda E. O'Connor Kathleen M. Bocian Kristen D. Beach Victoria Sanchez Lindsay J. Flynn 《Learning disabilities research & practice》2013,28(3):98-112
This 4‐year longitudinal research was designed to study special education determinations of students who participated in Tier 2 intervention in a Response to Intervention (RtI) model focused on reading across Grades 1–4. We compared identification rates for learning disabilities (LD) and student characteristics of 381 students the year prior to implementation with 377 students in the RtI environment. Across schools, 38–60 percent of students were English language learners (ELL). Key outcomes by Grade 4 for students with LD who had participated in a model of RtI were relatively greater reading impairment with effect sizes ranging from 0.64 to 0.82, and more equitable representation across ELL and native English speakers than in the cohort prior to RtI implementation. Notably, one‐third of the students identified for special services as LD in these schools were not identified until 4th grade. 相似文献
219.
220.
Michelle E. Schmidt Jaime L. Marks Lindsay Derrico 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):205-217
Colleges are increasingly interested in ways to better engage students in their academic careers. This article reports 20 college students' experiences as mentors for at‐risk fourth‐graders through a mentoring program called The Learning Connection (TLC), run by the Community Services Office at Moravian College. The study describes students' voluntary participation in service learning activities as a source of student engagement, the characteristics of the TLC mentoring program, the process by which student mentors reported their experiences over the course of the academic year, and the benefits of the mentoring program through the eyes of the college student mentors. At the beginning of the mentoring experience, mentors reported that the primary reasons for mentoring were to make a difference in a child's life and supplement classroom learning. At the end of the academic year, mentors reported that mentoring taught them important lessons about children, themselves, community work and the value of mentoring. Mentor feedback supports mentoring, specifically, and service learning, generally, as a source of student engagement for college students. 相似文献