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971.
Alan K. Goodboy Matthew M. Martin Christine E. Rittenour 《Communication Research Reports》2016,33(2):159-165
The study employed Social Dominance Theory in a communicative assessment of bullying in secondary education. Participants were 189 college students who completed a survey about their bullying perpetration in secondary school (physical victimization, verbal victimization, social manipulation, and attacks on property) and their current propensity to accept social hierarchy myths (social dominance orientation). Social dominance orientation was correlated positively with all four types of bullying behavior. Moreover, bullies’ sex moderated the relationships between social dominance orientation and physical forms of bullying (physical victimization, attacks on property). For communication scholars assessing bullying, these findings propose that this single variable (social dominance orientation) be included when addressing the psychological underpinnings of bullying behaviors. 相似文献
972.
A hallmark of today’s civil society sector is the prevalence of collaborative interorganizational networks. The purpose of this study is to investigate how collaborative interorganizational network structures affect interactions within client networks, and how this in turn impacts assessments of collaborative interorganizational network effectiveness. In particular, we focus on recommendations as key indicators of collaborative interorganizational network effectiveness in relation to client networks. We identify client networks of phantom populations as an important but unexamined aspect of collaborative interorganizational network effectiveness that warrants further research. We present an empirical investigation of a collaborative interorganizational network of social service agencies working to address the problem of homelessness in Boulder County, Colorado (USA). Findings indicate that organizations with a greater number of connections with other organizations generate more recommendations within client networks. Our study demonstrates a relationship between the degree of connections within a collaborative interorganizational network structure and the recommendations generated with a phantom population. 相似文献
973.
This article seeks to provide a new reading of the work of Celestin Freinet and his use of the printing press. Specifically, this article aligns Freinet’s approach to teaching and learning with a counter-reformation in pedagogical thought-an approach that places him both within and outside of the ‘progressive’ turn in education that began to emerge at the end of the nineteenth and beginning of the twentieth centuries. Freinet’s pedagogical experiment in rural France during mid-twentieth century demonstrated the way that student freedom, uninhibited by overarching ideological pre-emption, and unbound from the progressive imperatives typical of reform education in either its Marxist or liberal variants, can be utilized as a way to inspire pedagogical techniques founded on alternative social, political, and anthropological postulates. Specifically, the authors demonstrate how Freinet’s use of the press helps us to think about the following: 1) a different relationship to technology and the role it could play in the conception of the common within the classroom; 2) the creation of an existential good as opposed to the private good discovered through the amassing of property and the advancement of the related notion of progress; 3) and a reaffirmation of the possibility of a genuine workers education. 相似文献
974.
The purpose of this paper is to identify factors that create a positive climate for diversity and to demonstrate how these
factors predict outcomes related to achieving a positive campus climate for diversity. Based on survey data collected from
437 staff members employed at a large, public, predominantly White university in the Midwest, results suggest that the institution’s
ability to achieve a positive climate for diversity reflects not only the personal characteristics of the staff member (race,
gender, education level, and age) but also their perceptions of their immediate work environment. Implications are discussed. 相似文献
975.
Nicholas A. Bowman Alyssa N. Rockenbach Matthew J. Mayhew Tiffani A. Riggers-Piehl Tara D. Hudson 《Research in higher education》2017,58(1):98-118
Atheists are often marginalized in discussions of religious and spiritual pluralism on college campuses and beyond. As with other minority worldview groups, atheists face challenges with hostile campus climates and misunderstanding of their views. The present study used a large, multi-institutional sample to explore predictors of non-atheist college students’ appreciative attitudes toward atheists. Substantial differences were found across identities; secular and spiritual worldview groups hold the most positive views, whereas Christians and Muslims have the most negative attitudes. Interactions with worldview diversity—but not general religious/spiritual engagement—consistently predict more positive attitudes, and these relationships sometimes vary based on students’ own worldviews. These results suggest that colleges and universities can create more inclusive environments for atheists, who constitute a sizable minority group on today’s college campuses. 相似文献
976.
977.
Michael Broda John Yun Barbara Schneider David S. Yeager Gregory M. Walton Matthew Diemer 《Journal of research on educational effectiveness》2018,11(3):317-338
Light-touch social psychological interventions have gained considerable attention for their potential to improve academic outcomes for underrepresented and/or disadvantaged students in postsecondary education. While findings from previous interventions have demonstrated positive effects for racial and ethnic minority and first-generation students in small samples, few interventions have been implemented at a larger scale with more heterogeneous student populations. To address this research gap, 7,686 students, representing more than 90% of incoming first-year students at a large Midwestern public university, were randomly assigned to an online growth mindset intervention, social belonging intervention, or a comparison group. Results suggest that after the fall semester, the growth mindset intervention significantly improved grade point averages for Latino/a students by about .40 points. This represents a 72% reduction in the GPA gap between White and Latino/a students. Further, this effect was replicated for both spring semester GPA and cumulative GPA. These findings indicate that light-touch interventions may be a minimally invasive approach to improving academic outcomes for underrepresented students. Our findings also highlight the complexity of implementing customized belonging interventions in heterogeneous contexts. 相似文献
978.
Matthew M. Maurer 《Journal of Adventure Education & Outdoor Learning》2019,19(3):216-226
Little research on the socialisation of adventure educators into their craft has been conducted. The purposes of this study were to describe (a) the perspectives and beliefs of preservice adventure educators as they began adventure education training (AET) and (b) the elements within their acculturation that led to these perspectives and beliefs. Participants were 20 preservice adventure educators at the beginning of their AET. Data were collected with three types of interview. They were coded, categorised, and reduced to meaningful themes by employing analytic induction and constant comparison. Results revealed that preservice adventure educators possessed one of three orientations. These were a leisure orientation, outdoor pursuits orientation, or adventure orientation. Factors shaping these orientations were family and friends, experiences of outdoor and adventurous activities, experiences working as counsellors, timing of occupational selection and age, and a number of secondary attractors including the motivation to remain connected to the world of adventure. Should they transfer to preservice adventure educators in AET at other institutions, the main practical implication of the study’s results is that they should provide the basis for AET faculty to understand and deconstruct any less than desirable beliefs and perspectives with which prospective adventure educators enter their programmes. 相似文献
979.
Cory Koedel Jiaxi Li Matthew G. Springer Li Tan 《Journal of research on educational effectiveness》2019,12(1):90-115
Like other public workers, teachers typically receive high and compressed ratings that do little to differentiate them based on performance. Motivated by empirical evidence of substantial variation in effectiveness among teachers, there has been a recent push to develop more informative evaluation systems with greater ratings dispersion. We study one of the first of these new systems, implemented in Tennessee, in order to understand how teachers respond to the provision of new, more differentiated performance ratings. We focus on whether summative ratings influence teachers’ self-reported, self-directed professional improvement activities as measured by four items on a statewide teacher survey. Using a regression discontinuity design we find no evidence that teachers alter their time investments in professional improvement, or adjust their professional improvement activities based on evaluation feedback, in response to their ratings. 相似文献
980.
Scott D. Sandstedt Richard H. Cox Matthew P. Martens D. Gant Ward S. Nicole Webber Starla Ivey 《Journal of Career Development》2004,31(2):79-93
Currently a sound and reliable measure of a student-athlete's career development does not exist. The purpose of this study was to develop a psychometrically sound instrument that measures the career situation of student-athletes. Participants for the study were 204 (138 male and 66 female) student-athletes from a large midwestern Division I university. A primary axis factor analysis using promax rotation revealed that five factors, named: Career Development Self-efficacy, Career versus Sport Identity, Locus of Control, Barriers to Career Development, and Sport to Work Relationship, accounted for 81.39% of the common variance in the data. The internal reliability of each factor of the Student-athlete Career Situation Inventory (SACSI) was established using Cronbach's alpha (.70 to .80). The criterion validity of the SACSI was investigated by regressing career experiences and gains on the five factors of the SACSI, resulting in significant squared multiple correlations (.17, .28). 相似文献