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471.
David Morley Jim McKenna Stephen Gilbert Jamie French Kevin Till Tom Quarmby 《High Ability Studies》2018,29(1):51-64
This study explored the extent of financial constraints experienced by athletes on the England Talent Pathway, as perceived by talent leads from various sports. Using a mixed-methods approach, 34 participants completed online surveys with 26 follow-up interviews. Findings showed the prevalence of financial constraints on individuals within the system, with three emerging themes: costs; demands on athletes; and potential funding support. “Pinch points”, causing the greatest severity of financial constraint, emerged further along the pathway and there were infrequent examples of mechanisms to identify talented athletes experiencing financial hardship. A means-tested system, premised on the demonstration of potential, is suggested by talent leads as a way of providing funding for athletes to ameliorate financial constraints in the future. 相似文献
472.
Holmes WC 《Child abuse & neglect》2008,32(1):83-97
OBJECTIVES: To estimate how many heterosexual and gay/bisexual men self-define abusive childhood sexual experiences (CSEs) to be childhood sexual abuse (CSA) and to assess whether CSA self-definition is associated with risky behavioral and psychiatric outcomes in adulthood. METHODS: In Philadelphia County, 197 (66%) of 298 recruited men participated in a telephone survey. They were screened for CSEs and then asked if they self-defined abusive CSEs to be CSA; they also were asked about risk behavior histories and post-traumatic stress disorder (PTSD) and depression symptoms. RESULTS: Of 43 (22%) participants with abusive CSEs, 35% did not and 65% did self-define abusive CSEs to be CSA ("Non-Definers" and "Definers," respectively). Heterosexual and gay/bisexual subgroups' CSA self-definition rates did not significantly differ. When self-definition subgroups were compared to those without CSEs ("No-CSEs"), Non-Definers had lower perceived parental care (p=.007) and fewer siblings (p=.03), Definers had more Hispanics and fewer African Americans (p=.04), and No-CSEs had fewer gay/bisexual men (p=.002) and fewer reports of physical abuse histories (p=.02) than comparison groups. Non-Definers reported more sex under the influence (p=.001) and a higher mean number of all lifetime sex partners (p=.004) as well as (only) female sex partners (p=.05). More Non-Definers than Definers reported having experienced penetrative sex as part of their CSA (83% vs. 35%, p=.006). Different explanations about self-definition were provided by subgroups. CONCLUSIONS: Many men with abusive CSEs do not self-define these CSEs to be CSA, though not in a way that differs by sexual identity. The process by which men self-define their abusive CSEs to be CSA or not appears to be associated not only with self-explanations that differ by self-definition subgroup, but also with behavioral outcomes that impart risk to Non-Definers. 相似文献
473.
ABSTRACTThis paper critically examines the ways in which ClassDojo is altering the disciplinary landscape in schools through the datafication of discipline and student behaviour. ClassDojo is one of the most popular and successful educational technologies and is used internationally. It is a school-based social media platform that incorporates a gamified behaviour-shaping function, providing school communities with a centralised digital network in which to interact. We argue that ClassDojo’s datafying system of school discipline intensifies and normalises the surveillance of students. Furthermore, it creates a culture of performativity and serves as a mechanism for behaviour control. 相似文献
474.
Jennifer Gore Sally Patfield Leanne Fray Kathryn Holmes Maree Gruppetta Adam Lloyd Maxwell Smith Treesa Heath 《The Australian Educational Researcher》2017,44(3):323-355
While access to higher education has increased for Indigenous Australians, participation and completion rates remain lower than those of non-Indigenous Australians. A sound evidence base is needed to ground equity initiatives if they are to address the specific needs of Indigenous students. This paper presents the results of a scoping review of empirical research focusing on the participation of Indigenous students in higher education. The purpose of the scoping review was to synthesise empirical research on aspirations for, and barriers and enablers to, higher education that were published between 2000 and 2016 (n = 57), and identify areas where further research is needed. Despite a recent increase in research on this topic, relatively little attention has been paid to Indigenous students’ aspirations while they are at school. We argue that future research should take account of school students’ aspirations for higher education, including primary school students; the similitude of barriers and enablers across the student life cycle; differences within Indigenous community and among Indigenous students; and, the insights emerging from Indigenous methodologies and scholarship. 相似文献
475.
Integrating the Learning of Mathematics and Science Using Interactive Teaching and Learning Strategies 总被引:1,自引:0,他引:1
Mark H. Holmes 《Journal of Science Education and Technology》2006,15(3-4):247-256
To help students grasp the intimate connections that exist between mathematics and its applications in other disciplines a library of interactive learning modules was developed. This library covers the mathematical areas normally studied by undergraduate students and is used in science courses at all levels. Moreover, the library is designed not just to provide critical connections across disciplines but to also provide longitudinal subject reinforcement as students progress in their studies. In the process of developing the modules a complete editing and publishing system was constructed that is optimized for automated maintenance and upgradeability of materials. The result is a single integrated production system for web-based educational materials. Included in this is a rigorous assessment program, involving both internal and external evaluations of each module. As will be seen, the formative evaluation obtained during the development of the library resulted in the modules successfully bridging multiple disciplines and breaking down the disciplinary barriers commonly found in their math and non-math courses. 相似文献
476.
Changing Teacher–Child Dyadic Interactions to Improve Preschool Children's Externalizing Behaviors 下载免费PDF全文
Amanda P. Williford Jennifer LoCasale‐Crouch Jessica Vick Whittaker Jamie DeCoster Karyn A. Hartz Lauren M. Carter Catherine Sanger Wolcott Bridget E. Hatfield 《Child development》2017,88(5):1544-1553
A randomized controlled trial was used to examine the impact of an attachment‐based, teacher–child, dyadic intervention (Banking Time) to improve children's externalizing behavior. Participants included 183 teachers and 470 preschool children (3–4 years of age). Classrooms were randomly assigned to Banking Time, child time, or business as usual (BAU). Sparse evidence was found for main effects on child behavior. Teachers in Banking Time demonstrated lower negativity and fewer positive interactions with children compared to BAU teachers at post assessment. The impacts of Banking Time and child time on reductions of parent‐ and teacher‐reported externalizing behavior were greater when teachers evidenced higher‐quality, classroom‐level, teacher–child interactions at baseline. An opposite moderating effect was found for children's positive engagement with teachers. 相似文献
477.
478.
Sarah Sanders David E. McIntosh Mardis Dunham Barbara A. Rothlisberg Holmes Finch 《Psychology in the schools》2007,44(2):119-138
This study examined the underlying constructs measured by the Differential Ability Scales (DAS; C.D. Elliott, 1990a) as they relate to the Cattell‐Horn‐Carroll (CHC) Theory (K.S. McGrew, 1997) of cognitive abilities. The DAS and Woodcock‐Johnson Tests of Cognitive Abilities (WJ‐III COG; R.W. Woodcock, K.S. McGrew, & N. Mather, 2001) were administered to 131 children in grades 3 through 5 who took part in a concurrent validity study included in the Woodcock‐Johnson Tests of Cognitive Abilities, Third Edition, technical manual (K.S. McGrew & R.W. Woodcock, 2001). Confirmatory factor analyses using maximum likelihood estimation were conducted with the AMOS 5.0 (J.L. Arbuckle, 2001) statistical program to evaluate three models of increasing complexity, to compare how well each fit the data set, and to identify the one that best described the underlying constructs measured by the DAS. Results suggested that the synthesized Three‐Stratum CHC Model provided the most parsimonious representation among the three models tested. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 119–138, 2007. 相似文献
479.
Factorial invariance assessment is central in the development of educational and psychological assessments. Establishing invariance of factor structures is key for building a strong score and inference validity argument and assists in establishing the fairness of score use. Fit indices and guidelines for judging a lack of invariance is an ongoing line of research. In this study, the authors examined the performance of the root mean squared error of approximation equivalence testing approach described by Yuan and Chan in the context of measurement invariance assessment. This investigation was completed through a simulation study in which several factors were varied, including sample size, type of invariance tested, and magnitude and percent of a lack of invariance. The findings generally support the use of equivalence testing for situations in which the indicator variables were normally distributed, particularly for total sample sizes of 200 or more. 相似文献
480.
Jean E. Burr Jamie M. Ostrov Elizabeth A. Jansen Crystal Cullerton-Sen Nicki R. Crick 《Early education and development》2005,16(2):161-184
Associations between relational aggression and mutual, dyadic friendships during early childhood were assessed in the context of a year-long, short-term longitudinal study. Children's mutual friendships were determined via sociometric ratings and their relationally aggressive behavior among peers was assessed via naturalistic, free play observations. Generally, children who were more relationally aggressive had more mutual friends, although this relation differed by gender and time of assessment. Future work should include measures of friendship quality and investigate the role of relational aggression within friendship dyads. 相似文献