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Even today, with all of the hearing technology and bilingual programs available, many Deaf children arrive at school with severe language delays. With a renewed focus on having Deaf children kindergarten-ready, assessment of language milestones becomes critical as seen in the campaign Child First and the legislation referred to as Language Equality & Acquisition for Deaf Kids (LEAD-K). Here, a strategy is proposed to ensure that Deaf children are kindergarten-ready. The focus is on a re-evaluation of the epistemologies of the social and individualized medical models of health, as well as Bronfenbrenner's bioecological systems approach, to assess all components that impact a Deaf child's ecology to permit maximizing their developmental potentials. 相似文献
103.
ABSTRACTPurpose: To validate and compare a novel model based on the critical power (CP) concept that describes the entire domain of maximal mean power (MMP) data from cyclists.Methods: An omni-domain power-duration (OmPD) model was derived whereby the rate of W? expenditure is bound by maximum sprint power and the power at prolonged durations declines from CP log-linearly. The three-parameter CP (3CP) and exponential (Exp) models were likewise extended with the log-linear decay function (Om3CP and OmExp). Each model bounds W? using a different nonconstant function, W?eff (effective W?). Models were fit to MMP data from nine cyclists who also completed four time-trials (TTs).Results: The OmPD and Om3CP residuals (4 ± 1%) were smaller than the OmExp residuals (6 ± 2%; P < 0.001). W?eff predicted by the OmPD model was stable between 120–1,800 s, whereas it varied for the Om3CP and OmExp models. TT prediction errors were not different between models (7 ± 5%, 8 ± 5%, 7 ± 6%; P = 0.914).Conclusion: The OmPD offers similar or superior goodness-of-fit and better theoretical properties compared to the other models, such that it best extends the CP concept to short-sprint and prolonged-endurance performance. 相似文献
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Scott A. Myers James P. Baker Heather Barone Stephen M. Kromka Sara Pitts 《Communication Research Reports》2018,35(2):131-140
Guided by rhetorical/relational goal theory, the purpose of this study was to examine whether students’ impressions of their instructors’ credibility, attraction, and homophily are influenced by four specific rhetorical and relational communication behaviors that instructors use when communicating with their students in the classroom. Participants were 193 undergraduate students enrolled in a variety of introductory communication courses at a large mid-Atlantic university. Using a series of multiple regression analyses, it was found that (a) clarity emerged as the sole indicator of instructor competence, trustworthiness, and task attraction; (b) clarity and confirmation emerged as indicators of goodwill; and (c) humor and confirmation emerged as indicators of social attraction and attitude homophily. 相似文献
106.
The study applied self-determination theory to examine detrimental effects of instructor misbehaviors in the college classroom. Participants were 223 undergraduate students who reported on their instructor’s antagonism and lecture misbehaviors in a course, along with their basic psychological need fulfillment (i.e., autonomy, competence, relatedness) and intrinsic motivation to learn. Results indicated that (a) lecture misbehaviors were more detrimental to students’ competence and relatedness than antagonism misbehaviors; and (b) students’ intrinsic motivation to learn was influenced by students’ basic psychological needs and instructor misbehaviors. 相似文献
107.
We interviewed racially/ethnically diverse, early career public relations practitioners. By asking participants to reflect on their collegiate social and educational development, we unearth contributing factors to these individuals’ success both in college and in their professions to date. Respondents desired much more in-school training and technical skill acquisition than they were provided. Respondents also alluded to ways that the female/male composition of the undergraduate classroom affected their educational environment and student learning experiences. Findings are used to address the extent to which the educational/prepare-students-for-industry dialectic should be addressed by communication faculty and administrators. 相似文献
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Susan M. Meagher David H. Arnold Greta L. Doctoroff Courtney N. Baker 《Early education and development》2008,19(1):138-160
The goal of the present study was to increase understanding of the connection between maternal beliefs and behavior during shared reading and to examine the relation of these maternal beliefs to children's reading engagement. The study included survey and observational data from an ethnically diverse sample of 50 mothers and their 5- to 6-year-old children. As predicted, mothers who believed that shared reading should involve learning showed more learning-focused behaviors. Similarly, the belief that reading should be fun predicted more positive interactions. Some relationships between beliefs and behavior were moderated by gender. For girls, higher maternal expectations for children's future reading grades were associated with better scaffolding, but this pattern was not found for boys. There was a positive relationship between mothers' belief that reading should be fun and their sons' engagement. No gender differences were found in maternal expectations and beliefs or in observed maternal learning-focused behaviors or positive support. However, girls were observed to be significantly more engaged during the reading interaction. These results point to the connections between maternal beliefs and behaviors during shared reading, as well as the need to consider child gender in understanding these connections. 相似文献
110.