全文获取类型
收费全文 | 364篇 |
免费 | 14篇 |
专业分类
教育 | 257篇 |
科学研究 | 18篇 |
各国文化 | 5篇 |
体育 | 54篇 |
文化理论 | 7篇 |
信息传播 | 37篇 |
出版年
2022年 | 3篇 |
2021年 | 5篇 |
2020年 | 10篇 |
2019年 | 17篇 |
2018年 | 19篇 |
2017年 | 21篇 |
2016年 | 24篇 |
2015年 | 7篇 |
2014年 | 9篇 |
2013年 | 70篇 |
2012年 | 12篇 |
2011年 | 12篇 |
2010年 | 10篇 |
2009年 | 6篇 |
2008年 | 9篇 |
2007年 | 7篇 |
2006年 | 7篇 |
2005年 | 7篇 |
2004年 | 6篇 |
2003年 | 7篇 |
2002年 | 7篇 |
2001年 | 4篇 |
2000年 | 5篇 |
1999年 | 4篇 |
1997年 | 5篇 |
1996年 | 5篇 |
1995年 | 5篇 |
1994年 | 3篇 |
1991年 | 6篇 |
1990年 | 7篇 |
1989年 | 5篇 |
1985年 | 3篇 |
1984年 | 2篇 |
1982年 | 2篇 |
1981年 | 3篇 |
1980年 | 5篇 |
1979年 | 5篇 |
1976年 | 2篇 |
1973年 | 2篇 |
1971年 | 6篇 |
1970年 | 2篇 |
1968年 | 2篇 |
1967年 | 2篇 |
1936年 | 1篇 |
1921年 | 1篇 |
1897年 | 1篇 |
1895年 | 1篇 |
1890年 | 1篇 |
1885年 | 1篇 |
1844年 | 1篇 |
排序方式: 共有378条查询结果,搜索用时 15 毫秒
101.
102.
103.
A grounded theory approach was used to examine the research identity of 17 master's‐level counseling trainees and practitioners. The emergent theory gave an understanding to sources of variation in the process and outcome of research identity. The authors provide recommendations for counselor educators to use with current and former students. 相似文献
104.
Jonas Forsman Maartje van den Bogaard Cedric Linder Duncan Fraser 《European Journal of Engineering Education》2015,40(3):235-255
This study uses multilayer minimum spanning tree analysis to develop a model for student retention from a complex system perspective, using data obtained from first-year engineering students at a large well-regarded institution in the European Union. The results show that the elements of the system of student retention are related to one another through a network of links and that some of these links were found to be strongly persistent across different scales (group sizes). The links were also seen to group together in different clusters of strongly related elements. Links between elements across a wide range of these clusters would have system-wide influence. It was found that there were no elements that are both persistent and have system-wide effects. This complex system view of student retention explains why actions to enhance student retention aimed at single elements in the system have had such limited impact. This study therefore points to the need for a more system-wide approach to enhancing student retention. 相似文献
105.
Body image is an important concept when assessing mental health and, thus, a target for intervention work. The common approach to assess body image is via self-report and, consequently, it is important to assess stability and susceptibility of items to random change. Participants (N = 99, aged: 18–30 years) completed the 34-item Multidimensional Body Self-Relations Questionnaire-Appearance Scales (MBSRQ-AS) twice, separated by two weeks. Stability was quantified by calculating the test–retest differences for each item, with a stable item showing 90% of respondents’ differences within a criterion of ≤±1. This method was used in preference to correlation, which is a test of association rather than agreement. Analyses identified 29 stable items. Five items were found to be unstable including the entire “Appearance Evaluation” scale. One particular unstable question, Q9 = “Most people would consider me good-looking”, revealed strong associations with both gender and weight status. Forty-four per cent of “overweight” respondents changed their minds by more than ±1 compared with only 10% of “normal-weight” participants, suggesting that being overweight is associated with uncertainty and instability. We suggest that future research is needed to investigate why such factors as being overweight appear to be linked to instability in self-report measures of body image. 相似文献
106.
107.
In both the physical and academic domains interest has recently grown regarding developmental change in children's perceptions of competence. Recent advances in statistical methodology, such as latent growth modeling, enable the researcher to analyze developmental trends from both an inter- and intraindividual perspective, thus serving to increase our understanding of correlates of change in perceived competence. Using latent growth modeling, the purpose of the present study was to investigate developmental change in children's perceived competence at physical skills, examining maturational factors and chronological age as possible correlates of change. Subjects were male adolescents (N = 94). Data were collected during the child's sixth, eighth, and ninth grade school years. Results revealed a good fit for the hypothesized model, which specified mean level changes in the variables over time and an interrelationship among the latent chronometric common factors. Although a significant relationship existed between maturation and perceived competence, no significant relationship was evident between chronological age and perceived competence. Findings are discussed with particular reference to the utility of latent growth curve models for assessing developmental processes at both the inter- and intraindividual level. 相似文献
108.
Lorrie A. Shepard Roberta J. Flexer Elfrieda H. Hiebert Scott F. Marion Vicky Mayfield Timothy J. Weston 《Educational Measurement》1996,15(3):7-18
How can performance assessments be used as part of regular instruction? Will this raise student performance on external achievement measures? What aspects of examinee performance improve on the assessment exercises? 相似文献
109.
110.
Teachers believe they don’t interact any differently with boys than with girls. However, an examination of the evidence base on gendered student–teacher interactions shows – at times contradicting – unequal interaction patterns for boys and girls. In this study, the videotaped lessons of 13 secondary school teachers in three schools are analysed by both the teachers themselves and the researchers. Video-stimulated recall is used to bring to the surface the thoughts, images and emotions that evoke teachers’ (re)actions in the classroom. Content analysis and thematic analysis of teachers’ recall reveal three things: (1) when recalling specific situations, gender imbalances in the thoughts and images that accompany teachers’ (re)actions come to the surface; (2) "video-stimulated recall" interviewing is a promising method to raise teacher awareness of these gendered thoughts and images; and (3) with a view to practitioners’ professional learning process, it is important for researchers to allow practitioners to co-investigate their practice. 相似文献