全文获取类型
收费全文 | 906篇 |
免费 | 32篇 |
专业分类
教育 | 728篇 |
科学研究 | 8篇 |
各国文化 | 18篇 |
体育 | 35篇 |
文化理论 | 4篇 |
信息传播 | 145篇 |
出版年
2024年 | 1篇 |
2023年 | 7篇 |
2022年 | 14篇 |
2021年 | 18篇 |
2020年 | 45篇 |
2019年 | 46篇 |
2018年 | 69篇 |
2017年 | 80篇 |
2016年 | 58篇 |
2015年 | 39篇 |
2014年 | 51篇 |
2013年 | 175篇 |
2012年 | 28篇 |
2011年 | 30篇 |
2010年 | 18篇 |
2009年 | 24篇 |
2008年 | 28篇 |
2007年 | 10篇 |
2006年 | 21篇 |
2005年 | 24篇 |
2004年 | 28篇 |
2003年 | 19篇 |
2002年 | 13篇 |
2001年 | 8篇 |
2000年 | 10篇 |
1999年 | 11篇 |
1998年 | 10篇 |
1997年 | 6篇 |
1996年 | 4篇 |
1995年 | 2篇 |
1994年 | 4篇 |
1993年 | 6篇 |
1992年 | 6篇 |
1991年 | 4篇 |
1990年 | 1篇 |
1987年 | 2篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1979年 | 1篇 |
1977年 | 1篇 |
1976年 | 3篇 |
1975年 | 4篇 |
1974年 | 4篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1905年 | 1篇 |
排序方式: 共有938条查询结果,搜索用时 15 毫秒
81.
This investigation explored why and how persuasion occurs. Toward this end, we examined the processing of two articles under conditions called for in the persuasion and conceptual change literatures. One unique aspect of the current study was the use of topic-specific measures of beliefs, knowledge (i.e., perceived and demonstrated), and interest. The performance of members of three educational communities (i.e., undergraduates, graduate students, and faculty) was compared, as was the knowledge and interest of more or less persuaded readers. One article argued that there are prenatal similarities among humans and other mammals, while the second presented a favorable view of same-sex marriages. Although both articles produced significant changes in readers’ beliefs, knowledge, and interest, there were performance differences by text, educational community, and persuasion group. Results showed that readers’ perceptions of their knowledge played a more significant role in persuasion outcomes than the knowledge they actually demonstrated. Outcomes suggest the need to look more closely at the relationship between knowledge and interest in subsequent studies of persuasion. 相似文献
82.
Rats confronted with the onset of a light gradient display a transient increase in locomotion called theactivity response (AR) and a dark preference (Godsil & Fanselow, 2004). These experiments demonstrate that the magnitude of the AR can be blunted
with Pavlovian fear-conditioning procedures via associative and nonassociative fear. Although manifested in decreased locomotion,
the blunted AR effect was not due to increased freezing or immobility behaviors. Instead, rats displayed reduced rearing and
an increase in a class of behaviors calledstationary activity. These results suggest that the lighting differential supplied by the cue influences the topography of defensive behavior
and reduces the expression of freezing. This procedure provides a means by which to examine learned and unlearned defensive
responses to the same stimulus. 相似文献
83.
84.
85.
This 4-week prospective study examined whether the use of life-management strategies mediates the relationship between implementation planning and short-term progress on physical activity goals. In particular the strategies of elective selection, compensation, and loss-based selection were disentangled to assess their specific mediating effects. Results from a sample of 131undergraduate students showed that, as a composite, life-management strategies fully mediated the relationship between planning and goal progress. More specifically, decomposing the effects demonstrated that only elective selection and compensation mediated the association between planning and greater progress on a personal physical activity goal. Results are discussed in light of their practical implications and contributions to the personal goal literature. 相似文献
86.
OBJECTIVE: This study's aim was to examine variables associated with different short-term trajectories in multiply disadvantaged adolescent mothers by investigating antecedents and concomitants of parenting stress. METHOD: We followed 49 adolescent mothers (ages 14-18 at study outset) who were wards in Illinois foster care using a longitudinal correlational design. We examined whether parenting variables (childrearing beliefs, quality of parent-child interactions, and child abuse risk) and personal adjustment variables (emotional distress and social support) at initial assessment predicted parenting stress measured at follow-up (a mean of 22.5 months later). We also examined concurrent relationships between parenting stress and mothers' adaptive functioning in educational, social support, and childbirth areas at follow-up. RESULTS: We found that parenting variables, but not personal adjustment variables, predicted later parenting stress. Results also showed that current adaptive functioning was significantly related to parenting stress. Specifically, educational status and social support predicted concurrent parenting stress, whereas number of childbirths did not. CONCLUSIONS: These findings extend the small literature on the link between parenting difficulties and parenting stress to adolescent mothers in foster care. Parenting challenges, particularly as reflected in unrealistic childrearing expectations, appear to be markers for later parenting stress. Considering the longitudinal relationships observed, early and periodic assessment of adolescent mothers' parenting knowledge, skills, and interactions is recommended. Also, given that this study found concurrent social support and educational status to covary with current parental stress, these variables, and others for which they may serve as proxy, are implicated for careful monitoring. 相似文献
87.
Michelle McLean 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):173-186
Peer mentoring has been used for many years by the Nelson R. Mandela School of Medicine to integrate new students into the academic and social culture of the institution. In 2001, an unusual situation arose. A problem‐based learning (PBL) curriculum was introduced and the first cohort in this programme was mentored by senior traditional curriculum students. The present study, by canvassing the 2002 PBL mentors, set out to determine whether the mismatch in curricula impacted on students' mentoring experiences. There was overwhelming agreement that curriculum did matter—it is only when mentors are able to share the same experiences as mentees, can they fully understand student problems. Notwithstanding this and other difficulties (e.g. timetable clashes), some 2001 mentees did form bonds with their traditional curriculum mentors. Some even identified them as role models. The 2002 PBL mentors also indicated that they had undergone considerable personal development as a result of their experiences. 相似文献
88.
Michelle L. Meadows Joanne Caniglia 《International Journal of Inclusive Education》2013,17(12):1345-1362
ABSTRACTFederal laws require schools to incorporate co-teaching environments, often comprised of an inclusion specialist and content specialist. Research shows individual teachers can make improvements to their practice by engaging in critical reflection through noticing. The authors present a research-based professional development model designed for teachers to improve and enhance their co-teaching practices. Findings included: teachers’ beliefs on teaching became more aligned; teachers’ beliefs on collaboration were inconsistent; teachers tended to focus on their teaching, not on student learning; and, teachers were non-cognizant of their beliefs toward teaching and co-teaching. We articulate ideas resulting from these findings for enhancing professional development experiences for co-teachers. 相似文献
89.
Michelle L. Stack 《Globalisation, Societies & Education》2013,11(4):560-582
This paper will examine the Times Higher Education's (THE) World University Rankings as a corporate media product. A number of empirical studies have critiqued the methodology of the THE, yet individuals, Higher Education Institutions (HEIs) and governments continue to use them for decision-making. This paper analyses the influence of rankings through the concepts of mediatization and visualisation. To this end, this paper will examine how media defines excellence in HEIs through rankings, and how HEIs use rankings to define themselves within a competitive educational marketplace. 相似文献
90.