全文获取类型
收费全文 | 189篇 |
免费 | 0篇 |
专业分类
教育 | 147篇 |
科学研究 | 2篇 |
各国文化 | 2篇 |
体育 | 7篇 |
文化理论 | 1篇 |
信息传播 | 30篇 |
出版年
2020年 | 1篇 |
2019年 | 6篇 |
2018年 | 5篇 |
2017年 | 3篇 |
2016年 | 14篇 |
2015年 | 2篇 |
2014年 | 5篇 |
2013年 | 33篇 |
2012年 | 3篇 |
2011年 | 2篇 |
2010年 | 5篇 |
2009年 | 4篇 |
2008年 | 5篇 |
2007年 | 10篇 |
2006年 | 5篇 |
2005年 | 4篇 |
2004年 | 6篇 |
2003年 | 4篇 |
2002年 | 5篇 |
2001年 | 2篇 |
2000年 | 6篇 |
1999年 | 4篇 |
1998年 | 6篇 |
1997年 | 3篇 |
1996年 | 7篇 |
1995年 | 3篇 |
1994年 | 6篇 |
1993年 | 3篇 |
1992年 | 6篇 |
1991年 | 4篇 |
1990年 | 4篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 3篇 |
1986年 | 2篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1982年 | 1篇 |
1978年 | 1篇 |
1972年 | 1篇 |
1963年 | 1篇 |
排序方式: 共有189条查询结果,搜索用时 906 毫秒
81.
Margot Pearson Linda Hort Pam Roberts Gerlese A˚kerlind Mandy Lupton Chris Trevitt 《高等教育研究与发展》2003,22(3):235-236
As the incoming editorial team we would like to introduce ourselves to our readers. We are looking forward to doing all we can to further the high standard of the journal and its relevance as an international forum for sharing research and scholarship on teaching, learning and curriculum, and the conditions and policy environment of higher education that impinge on academic work. In an effort to ensure that our processes are efficient and transparent, we have revised the Notes to Contributors, which you will find on the back page. Next year the journal goes to four issues which will together form a somewhat larger volume, but will mean that each issue is smaller. The intent is to publish more frequently so that relevance and currency is enhanced. For this reason we will need to put more stress on observing the general rule that papers are to be 5000–7000 words in length. We are also committed to a more rapid turnaround time for submitted papers and have been working to streamline our management systems with the help of our able administrator, Karen Sanecki. 相似文献
82.
83.
84.
Graham D. Bodie Susanne M. Jones Andrea J. Vickery Laura Hatcher Kaitlin Cannava 《Communication monographs》2014,81(4):495-523
Scholars of supportive communication are primarily concerned with how variations in the quality of enacted support affect individual and relational health and well-being. But who gets to determine what counts as enacted support? There is a large degree of operational heterogeneity for what gets called enacted support, but little attention has been afforded to the issue of whether these assessments are substitutable. In two studies we use self-reports, conversational partner-reports, and third-party ratings of two quintessential behavioral support indicators, namely, listening and immediacy. Using a multitrait–multimethod (MTMM) design, Study 1 found (1) little association between the enacted support assessments and (2) a high degree of common method variance. A second study found moderate-to-high degrees of effective reliability (i.e., consistency of judgments within a set of judgments, or mean judgments) for enacted support evaluations from the perspective of unacquainted and untrained third-party judges. In general, our data provide cautionary evidence that when scholars examine evaluations of enacted support, perspective matters and might ultimately contribute differently to well-being and health. 相似文献
85.
86.
87.
Pam Schuetz 《Community College Journal of Research & Practice》2013,37(4-6):305-324
This mixed-methods study develops, operationalizes, and tests a new conceptual model of community college student engagement. Themes emerging from participant observations and semistructured interviews with 30 adult students enrolled at a Large Best Practices Community College (LBPCC) over the 2005–2006 academic year are used to guide selection of Self-Determination Theory (Deci & Ryan, 1985, 2000, 2002) to frame the new conceptual model. Structural equation modeling techniques confirm that variables and relationships proposed by the new model represent a good fit with data from over 1,000 students surveyed in the Community College Survey of Student Engagement. Findings from this study suggest that community college engagement and related outcomes can be fostered by tuning campus policies, practices, and climates to promote students' senses of belonging, competence, and autonomy. 相似文献
88.
89.
90.
Pam Nilan 《British Journal of Sociology of Education》2009,30(2):219-232
This paper employs Foucauldian theory to consider Islamic boarding school experiences in Indonesia. For some pupils ‘the spirit of education’ – a dimension of pleasure – comes to be highly valued, creating a lifelong passion for the pursuit of knowledge. Two school principals (both pesantren [Islamic boarding school] graduates themselves) articulated strong commitment to the ‘spirit of education’. Yet their respective boarding schools were very poor, not only by western standards but compared with Indonesian public schools, and conditions were austere. The embodiment of pesantren discourse as high academic achievement is illustrated by the example of Khadija – a young female pesantren graduate now studying at doctoral level in the United Kingdom. Explaining the embodied production of the ‘spirit of education’ demands looking at charismatic pedagogy, strict rules, austere conditions and sparse provision of learning resources as regimes of truth and power–knowledge relations that inhere in pesantren as lived experiences of pupils. 相似文献