全文获取类型
| 收费全文 | 296篇 |
| 免费 | 10篇 |
专业分类
| 教育 | 217篇 |
| 科学研究 | 8篇 |
| 各国文化 | 5篇 |
| 体育 | 44篇 |
| 文化理论 | 1篇 |
| 信息传播 | 31篇 |
出版年
| 2023年 | 10篇 |
| 2022年 | 1篇 |
| 2021年 | 10篇 |
| 2020年 | 13篇 |
| 2019年 | 19篇 |
| 2018年 | 27篇 |
| 2017年 | 26篇 |
| 2016年 | 24篇 |
| 2015年 | 16篇 |
| 2014年 | 11篇 |
| 2013年 | 73篇 |
| 2012年 | 8篇 |
| 2011年 | 9篇 |
| 2010年 | 8篇 |
| 2009年 | 4篇 |
| 2008年 | 9篇 |
| 2007年 | 7篇 |
| 2006年 | 3篇 |
| 2005年 | 4篇 |
| 2004年 | 2篇 |
| 2003年 | 7篇 |
| 2002年 | 6篇 |
| 2001年 | 1篇 |
| 2000年 | 3篇 |
| 1999年 | 1篇 |
| 1994年 | 1篇 |
| 1991年 | 1篇 |
| 1978年 | 1篇 |
| 1977年 | 1篇 |
排序方式： 共有306条查询结果，搜索用时 15 毫秒
51.
We exploit changes in student funding policies across the four UK nations and the Republic of Ireland to conduct a natural experiment investigating the marginal effect of differing tuition fee levels on students' enrolment behaviour. Whilst previous international research suggests increases in fees suppress demand and disincentivise cross‐border educational migration, some studies in North America and Germany find an element of inelasticity of demand. In the UK, various commentators have predicted marked shifts in student mobility in response to variation in tuition fee prices by country, trends expected to sharpen following substantial planned rises in tuition fees from 2012. After outlining tuition fee policies in the UK and Ireland, we analyse data on student enrolment destinations across the five countries for the period 2000–2010. We find little evidence to support the notion that student mobility is driven by economic ‘rationality’. Enrolment rates have risen despite increases in tuition fees and there is a long‐term trend for students to stay at home. Students seem not to be ‘pushed’ out‐of‐country by higher fees, but may be discouraged from moving if fees are lower in‐country. Student mobility within the UK and Ireland follows well‐worn paths from and to specific countries and institutions. Finally, we consider the implications of our findings for student mobility in general and forthcoming changes to UK student funding policies in particular. 相似文献
52.
53.
54.
55.
Melissa Maier Anna R. Herrman Katie Turkiewicz 《Qualitative Research Reports in Communication》2018,19(1):25-34
This project examines the classroom conflict management challenges K–12 teachers experience. The U.S. Department of Education released a January 2014 bulletin outlining their classroom conflict management position, providing teachers recommendations without providing tools and conflict management knowledge to effectively implement the recommended programs. Understanding the nature and components of conflict better enables conflict managers (i.e., teachers) to effectively manage and resolve conflict. Understanding the challenges teachers face when managing conflict enables practitioners to create practical recommendations for conflict resolution education. This project analyzed data from four focus groups of K–12 teachers (n = 21) from the northern Midwest. Teachers identified structural challenges (i.e., lack of parental or administrative support) to managing conflict. Findings indicate that comprehensive conflict management training and productive communication between all levels of the system are necessary to effectively manage conflict in the classroom. 相似文献
56.
Katie K. Kang 《Communication Studies》2017,68(4):403-421
Despite the benefits of using online social support groups, prior research does not provide a solid understanding of the online factors related to an individual’s supportive interaction. Accordingly, this study aims to explore how various aspects of anonymity predict different levels of social support engagement. The current study uncovers that visually identifiable group members are more likely to get supportive responses than are visually anonymous members. Also, when support group members are visually and discursively identifiable, they are more likely to get supportive messages than those who are visually and discursively anonymous. Additionally, the more identifiable support group members are, the more they receive positive messages. Practical implications for the role of social support group members’ anonymity/identifiability on the overall social support process are presented. 相似文献
57.
- Innovative business models to complement or replace traditional models of funding academic publishing are currently proliferating.
- Not relying solely on one source of funding is a key factor in sustainability.
- Pay what you can afford (PWYCA) is a new model for article processing charges (APCs) providing both a revenue stream and an opportunity to raise awareness of the cost of publishing amongst authors.
- Treating a journal as part of an overall enterprise rather than as a stand‐alone business contributes significantly to its sustainability.
58.
59.
During the past thirty years, gerontologists and educational professionals have attempted to determine the effects of teaching courses in gerontology and aging on the attitudes of students. The results of studies of attitude toward the elderly before and after such courses have been mixed. This study discusses some of the problems in assessing attitudes toward the elderly and reexamines the Aging Semantic Differential, an instrument developed in an attempt to clarify the factors accounting for attitudes toward the elderly and to provide a viable instrument for attitude measurement. The instrument was reported to consist of three underlying factors. It was reported that factor scales could be used to do profile analyses to determine variations in attitude toward different age groups. The original instrument was developed utilizing a social object of young, middle‐aged, and old men. In many of the studies conducted with the instrument, a more generalized social object such as old person has been used. The current study attempts to determine if three factors are appropriate, as originally reported, and whether the items reported to load on the original three factors are the same if a more generalized social object is used. Suggestions for appropriate use of the Aging Semantic Differential by educational professionals who wish to do a profile analysis of attitude and attitude change as a result of educational intervention are included. 相似文献
60.