全文获取类型
| 收费全文 | 738篇 |
| 免费 | 29篇 |
| 国内免费 | 1篇 |
专业分类
| 教育 | 598篇 |
| 科学研究 | 21篇 |
| 各国文化 | 12篇 |
| 体育 | 35篇 |
| 文化理论 | 6篇 |
| 信息传播 | 96篇 |
出版年
| 2024年 | 2篇 |
| 2023年 | 15篇 |
| 2022年 | 17篇 |
| 2021年 | 16篇 |
| 2020年 | 49篇 |
| 2019年 | 61篇 |
| 2018年 | 73篇 |
| 2017年 | 75篇 |
| 2016年 | 64篇 |
| 2015年 | 33篇 |
| 2014年 | 49篇 |
| 2013年 | 125篇 |
| 2012年 | 26篇 |
| 2011年 | 27篇 |
| 2010年 | 23篇 |
| 2009年 | 16篇 |
| 2008年 | 26篇 |
| 2007年 | 8篇 |
| 2006年 | 7篇 |
| 2005年 | 8篇 |
| 2004年 | 6篇 |
| 2003年 | 9篇 |
| 2002年 | 4篇 |
| 2001年 | 2篇 |
| 2000年 | 2篇 |
| 1999年 | 4篇 |
| 1998年 | 1篇 |
| 1996年 | 2篇 |
| 1995年 | 1篇 |
| 1994年 | 1篇 |
| 1993年 | 1篇 |
| 1992年 | 1篇 |
| 1990年 | 2篇 |
| 1981年 | 2篇 |
| 1980年 | 2篇 |
| 1979年 | 1篇 |
| 1978年 | 3篇 |
| 1976年 | 2篇 |
| 1975年 | 1篇 |
| 1974年 | 1篇 |
排序方式： 共有768条查询结果，搜索用时 46 毫秒
31.
Fake news has become a prominent topic of public discussion, particularly among elites. Recent research has explored the prevalence of fake news during the 2016 election cycle and possible effects on electoral outcomes. This scholarship has not yet considered how elite discourse surrounding fake news may influence individual perceptions of real news. Through an experiment, this study explores the effects of elite discourse about fake news on the public’s evaluation of news media. Results show that exposure to elite discourse about fake news leads to lower levels of trust in media and less accurate identification of real news. Therefore, frequent discussion of fake news may affect whether individuals trust news media and the standards with which they evaluate it. This discourse may also prompt the dissemination of false information, particularly when fake news is discussed by elites without context and caution. 相似文献
32.
Laura E. Hume Christopher J. Lonigan Jessica D. McQueen 《Journal of Research in Reading》2015,38(2):172-193
This study examined how children's literacy interests related to parent literacy‐promoting practices across time. Using a sample of 909 preschool‐age children and the newly developed Child Activities Preference Checklist, literacy interest appeared to be a complex construct, not easily captured by a single measure. In a subsample of 230 children with longitudinal data, parent literacy practices and child literacy interests related concurrently and across time. Parent literacy practices were more stable than child literacy interests, with children's literacy interest continuing to develop over the preschool year. Parent practices of exposing children to literacy and teaching them literacy concepts appeared to be distinct constructs. Exposure to literacy was especially important in the growth of literacy interests and the hypothesis that exposure has a negative effect on children with little initial interest was not fully supported. 相似文献
33.
Massive open online courses (MOOCs) have proliferated in recent years despite disagreement about the role of MOOCs in higher education and whether student outcomes are satisfactory. Taking a mixed-methods approach, the current study surveys professors who have taught MOOCs (n = 162) in order to better understand how MOOCs are perceived by instructors. Professors’ backgrounds and beliefs about the role of MOOCs in higher education and their perceptions of the experiences of students are discussed. In addition, professors’ satisfaction in teaching MOOCs is reported. The study finds that most MOOC professors are experienced faculty members with relatively little prior experience teaching online, and that they are divided about the purpose of MOOCs in the institutional landscape of higher education. 相似文献
34.
35.
Jessica Kornmann Ingo Zettler Yvonne Kammerer Peter Gerjets Ulrich Trautwein 《High Ability Studies》2015,26(1):75-92
Teacher nominations are often used in school settings to identify gifted children. However, although high intelligence is part of almost all definitions of giftedness, prior research has consistently shown that not all children nominated as gifted by teachers have high intelligence. In order to further understand the characteristics of these students, we herein explore the role of another cognitive construct, namely working memory (WM). In a sample comprising N = 81 fourth graders, both WM and intelligence showed the same predictive value for characterizing teacher-nominated gifted children, pointing to the importance of the thus-far-unattended WM for characterizing these students. 相似文献
36.
Chris Linder Jessica C. Harris Evette L. Allen Bryan Hubain 《Equity & Excellence in Education》2015,48(2):178-194
In this study, we share the racialized experiences of 29 students of color in higher education and student affairs graduate programs, focusing specifically on their relationships with faculty, their experiences in classrooms, and the strategies they recommend for inclusion. Participants indicated that they are expected to serve as the racial expert in classrooms and that many faculty fail to effectively facilitate discussions related to race and racism and to intervene in instances of racial microaggressions. Participants convey effective strategies to build racially-inclusive classrooms which include authenticity, vulnerability, and validation. 相似文献
37.
Ruth Neustifter Markie L.C. Blumer Jessica O'Reilly Francisco Ramirez 《Sex education》2015,15(5):540-552
The literature on the impact of entertainment media on sex education is typically pathology-focused, unclear regarding the effects of such usage, and void of dialogue between those who actually work in the areas of sexuality education and entertainment. To address this gap, this paper is the product of joint authorship between media figures from varied sexually-focused programming fields and academics who teach and conduct research in the areas of sexuality and relational health. The authors focus on the role that various forms of entertainment media play in educating members of the public and college classrooms in the areas of sex and sexuality. Additionally, examples of the inclusion of entertainment media in educational contexts are discussed. 相似文献
38.
Stephanie M. Curenton Shana E. Rochester Jacqueline Sims Nneka Ibekwe-Okafor Iheoma U. Iruka Arlene G. García-Miranda Jessica Whittaker 《Child development》2022,93(3):681-698
This study used secondary data from the My Teaching Partner-Math/Science 2013–2016 randomized control trial to explore whether equitable sociocultural classroom interactions (see Curenton et al., 2019) were associated with the skills of 105 four- and five-year-olds (52% boys; drawn from 20 unique video recordings of preschool teachers/classrooms; 43% were Black, Latine, Asian, or other racially marginalized learners). Equitable interactions predicted children's skills with effect sizes ranging from small (0.01–0.44) to large (1.00). Moderation analyses revealed that when classrooms had more racially marginalized learners, teachers’ use of equitable disciplinary and personalized learning practices were associated with higher executive functioning gains across prekindergarten. Findings illustrate how classroom composition can be a key indicator between equitable classroom interactions and young children's early skills. 相似文献
39.
Perceptions of adolescent–parent and adolescent–peer relationship qualities, and adolescents’ attachment states of mind were examined as predictors of adult social and romantic relationship quality, depressive symptoms, and work performance. Adolescents (86 male, 98 female; 58% White, 29% African American, 8% mixed race/ethnicity, 5% other groups) were followed from age 13 to 24 via observational, self-, parent-, and close friend-reports. Adolescent close friendship quality was a significantly better predictor of adult peer and romantic outcomes, work performance, and depressive symptoms than parental reports of the parent–teen relationship; attachment security was also a strong predictor of numerous outcomes. Results are interpreted as reflecting the difficulty for parents judging parent–teen relationship quality and as reflecting the growing importance of close friendships during this period. 相似文献