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排序方式: 共有164条查询结果,搜索用时 15 毫秒
1.
Clark Callahan Jesse King Audrey Halversen 《Journal of Intercultural Communication Research》2020,49(3):227-241
ABSTRACT Increased global communication is adjusting traditional models of cross-cultural communication. Specifically, changes in international communication processes have caused increased scrutiny of cross-culture adaptation theory. This is especially true when focusing on the difference between cultural adaptation and functional fitness. The purpose of this research is to address changes in global communications by testing to see if there is a difference between two important theoretical concepts within cross-cultural adaptation theory – linear and non-linear adaptation. Findings indicate that cultural sojourners do not equate cross-cultural adaptation with linear models of functional fitness. Models that equate the two should be revisited. 相似文献
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Carol A. Smith Rodney Parks Jesse Parrish Ryan Swirski 《Journal of Adventure Education & Outdoor Learning》2018,18(1):1-14
Technology plays an integral role in the lives of the majority of the US population. As technology becomes integrated into young people’s lives, questions arise regarding its effects on learning. This exploratory study draws on interviews with students who attend university in the United States to determine how separating students from technology deepens experiential learning. Participants were interviewed following a study abroad course to New Zealand, during which they were disconnected from technologies such as cell phones, the Internet and social media. In the interviews, students discussed their feelings of being disconnected and describe how disconnecting impacted their overall experience. Participants agreed that disconnecting from technology had positive effects on experiential learning and the global experience. Major themes that emerged include students’ enhanced immersion and engagement, the value of disconnection in providing opportunities for personal growth and the difficulty of initial separation from technology as a result of conditioning. 相似文献
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While education communities have well defined commitments to protect their learners from oppressive instructional materials,
discourses of science education are often left unexamined. This analysis/critique employs queer theory as a perspective to
look at how one widely used textbook in Ontario schools conceptualizes notions of gender and sexuality. Results indicate the
use of discourses that promote exclusively heteronormative constructions of sexuality along with sex/gender binaries. Challenging
such oppressive misconceptions of sex/gender and sexuality is discussed. 相似文献
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Edgerly Hallie S. Kruse Jerrid W. Wilcox Jesse L. 《Research in Science Education》2022,52(5):1467-1480
Research in Science Education - Many nature of science (NOS) studies have demonstrated that teachers can improve their understandings of NOS with explicit and reflective instruction; however, the... 相似文献
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Helping the One You Hurt: Toddlers’ Rudimentary Guilt,Shame, and Prosocial Behavior After Harming Another 下载免费PDF全文
Jesse D. K. Drummond Stuart I. Hammond Emma Satlof‐Bedrick Whitney E. Waugh Celia A. Brownell 《Child development》2017,88(4):1382-1397
This study explored the role of guilt and shame in early prosocial behavior by extending previous findings that guilt‐ and shame‐like responses can be distinguished in toddlers and, for the first time, examining their associations with helping. Toddlers (n = 32; Mage = 28.9 months) were led to believe they broke an adult's toy, after which they exhibited either a guilt‐like response that included frequently confessing their behavior and trying to repair the toy; or a shame‐like response that included frequently avoiding the adult and seldom confessing or attempting to repair the toy. In subsequent prosocial tasks, children showing a guilt‐like response helped an adult in emotional distress significantly faster and more frequently than did children showing a shame‐like response. 相似文献
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The authors explored the relationship between counseling trainees' emotional intelligence (EI), empathy, stress, distress, and demographics. Results indicated that higher levels of EI were associated with lower stress and distress, higher affective and cognitive empathy, and age. These findings suggest curricular integration of EI and potential utility of EI measures to evaluate students' progress throughout the program. 相似文献