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631.
This article examines (a) variation in rates of sexual harassment across mode (e.g., in-person, online) and type of harassment, (b) the impact of sexual harassment (i.e., distressing vs. non-distressing), and (c) how sexual harassment is similarly and differently experienced across sexual orientation and gender identity groups. Data were collected as part of the Teen Health and Technology online survey of 5,907 13 to 18 year-old Internet users in the United States. Past year sexual harassment was reported by 23–72% of youth, depending upon sexual orientation, with the highest rates reported by lesbian/queer girls (72%), bisexual girls (66%), and gay/queer boys (66%). When examined by gender identity, transgender youth reported the highest rates of sexual harassment – 81%. Overall, the most common modes for sexual harassment were in-person followed by online. Distress in the form of interference with school, family, and/or friends; creating a hostile environment; or being very/extremely upset was reported by about half of the sexually harassed bisexual girls and lesbian/queer girls, 65% of the gender non-conforming/other gender youth, and 63% of the transgender youth. Youth with high social support and self-esteem were less likely to report sexual harassment. Findings point to the great importance of sexual harassment prevention for all adolescents, with particular emphasis on the unique needs and experiences of youth of different sexual orientations and gender identities. Socio-emotional programs that emphasize self-esteem building could be particularly beneficial for reducing the likelihood of victimization and lessen the impact when it occurs. 相似文献
632.
633.
Michele D. Dickey 《The International Journal of Art & Design Education》2010,29(2):163-172
With the rising popularity of digital games, a growing number of universities are developing programmes in various areas of digital design and interactive media to meet the needs for game‐related courses. Faculty of this emerging field are grappling with the complexity of developing curricula which integrate art, design and technology and of finding methods of integrating students from these diverse fields. The purpose of this article is to present a case study of an interdisciplinary undergraduate course in game design and to highlight some of the unforeseen challenges and issues that arose when attempting to integrate diverse students from various art, design and media fields with students from computer science. Specifically, this article addresses issues of (a) power, (b) conflict and (c) gender that arose among students during the development of a student‐created game. 相似文献
634.
Michele Stacey 《Journal of Criminal Justice Education》2018,29(3):436-455
Most universities today require their students to learn about diversity as a part of their degree. Research has examined the effectiveness of diversity courses at changing attitudes toward groups, focusing on sexism or racism, within psychology and women’s studies disciplines. Given the increasing concern over bias in policing, however, this diversity training may be of importance to the study of criminal justice. The current study aims to examine the effectiveness of a diversity course within a criminal justice program at changing perceptions of groups using a survey based on validated measures of attitudes toward women, homosexuality, and symbolic racism. Change in attitudes between the pre-test and post-test are examined. Results suggest that the course is effective at changing attitudes toward homosexuality, but not race or sex. The results also suggest that these perceptions are dependent on group characteristics. 相似文献
635.
Michele?GrimaldiEmail author Vincenzo?Corvello Andrea?De Mauro Emanuela?Scarmozzino 《知识管理研究与实践》2017,15(1):90-100
Despite the growing interest, Open Innovation (OI) in Intangible Assets (IAs) research is still fragmented and displays a limited contextual focus. This paper aims to provide a clearer view of these issues and represents a first step toward filling such research gap. A systematic literature review and a synthesis of high-quality contributions with a focus on a general overview of research on OI and IAs in OI processes have been carried out. By critically evaluating the current body of literature and definitions, we have moved a step further toward comprehending the multiple facets of existing research and highlight several promising areas for future development. In particular, we have analyzed the role of IAs in OI practices by selecting a synthesis and a critical review of their different exploitations. We have combined multiple algorithms to produce a clear topical taxonomy of the multiple strands of research lying at the interface of OI and IAs. 相似文献
636.
Two Teachers' Conceptions of a Reform-Oriented Curriculum: Implications for Mathematics Teacher Development 总被引:1,自引:0,他引:1
Gwendolyn M. Lloyd 《Journal of Mathematics Teacher Education》1999,2(3):227-252
This paper describes two high school teachers' conceptions of the cooperation and exploration components of a reform-oriented
mathematics curriculum. Although the teachers appreciated the themes of cooperation and exploration in theory, their conceptions
of these themes with respect to their implementations of the curriculum differed. One teacher viewed the curriculum's problems
as open-ended and challenging for students, whereas the other teacher claimed that the problems were overly structured. Each
teacher attributed difficulties with students' cooperative work to the amount of structure and direction (too little or too
much) offered by the problems. Discussion of such similarities and differences in the teachers' conceptions emphasizes the
dynamic, humanistic nature of curriculum implementation and gives rise to important implications for mathematics teacher development
in the context of reform.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
637.
A determination of the dynamic response of softballs 总被引:3,自引:3,他引:0
An apparatus is described for measuring the stiffness and coefficient of restitution (COR) of balls with application to softballs.
While standardized test methods currently exist to measure these properties, they do not represent the displacement rate and
magnitude that occur in play. The apparatus described herein involves impacting a fixed, solid cylindrical surface (matched
to the diameter of the bat) with a ball and measuring the impact force during impact and speed of the ball before and after
impact. The ratio of the ball speeds determines the COR, while the impact force is used to derive a ball stiffness. For an
example of the contribution of the new ball test, the performance of hollow bats, which is sensitive to ball stiffness, was
compared. Bat performance showed a much stronger dependence on the proposed ball stiffness than the traditional measure. Finally,
it was shown that to achieve similar conditions between impacts with fixed and recoiling objects, the impact speed should
be chosen so that the centre of mass energy was the same in the two cases. The method has application to associations wishing
an improved method to regulate ball and bat performance. 相似文献
638.
Michele Gribbins Curtis J. Bonk 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1693-1714
As universities moved to remotely taught courses during the COVID-19 pandemic, the importance of maintaining academic integrity in online environments intensified. In response, this study explores instructors' perceptions about the role of online proctoring as a tool for their courses with the intent of enhancing the understanding of online proctoring's usefulness in ensuring academic integrity and the factors that may be swaying instructors' adoption decisions. An online survey was completed by 158 instructors at a variety of higher education institutions with 118 responding to an open-ended question that allowed respondents to share any additional thoughts about or experiences with using online proctoring. A thematic review of the qualitative comments illustrates the multifaceted impact of online proctoring on instructors and students. Results identified instructors' perceived benefits and challenges of online proctoring to them, their students and the learning process. In addition, instructors voiced numerous legal, ethical and social concerns about the use of online proctoring, including concerns related to students' privacy. Despite these concerns, some instructors identified strong use cases for online proctoring while others provided alternative strategies for ensuring academic integrity in online courses. As institutions consider the role of online proctoring in ensuring academic integrity, a holistic approach that balances instructional design best practices, student-friendly policies and proctoring tools is recommended to serve the complex needs and concerns of instructors, students and their institutions.
Practitioner notes
What is already known about this topic
- Prior research findings are mixed as to whether proctoring is valuable for ensuring academic integrity in online courses.
- Studies investigating grade performance in proctored versus unproctored exam settings have conflicting results; however, studies have found that students completing proctored formative exams perform better on summative exams than students completing non-proctored formative exams.
What this paper adds
- Qualitative data were collected to provide an overview of instructors' perceptions about and experiences with online proctoring.
- Analysis suggests that online proctoring is beneficial to some instructors, students and the overall learning process. At the same time, its use is also concerning to other instructors and students. Among the issues raised by instructors are concerns for student privacy, increases in student test anxiety and discriminatory proctoring practices.
Implications for practice and/or policy
- Institutions must be proactive in ensuring that the use of online proctoring aligns with their institutional values and the changing legal landscape.
- Institutional policies should strive to find a balance between ensuring academic integrity and promoting a positive experience for students and instructors. Since there are strong use cases for online proctoring, these policies should include flexibility whenever possible.
639.
640.
With an increasing focus on knowledge mobilisation, there is a concomitant shift in how stakeholders, such as parents, ought to be engaged in the research process. The purpose of this study was to explore the research priorities of parents of Kindergarten to Grade 12 students with learning exceptionalities and disabilities in British Columbia, Canada. A cross-sectional survey design was employed. A convenience sample of 130 parents completed the survey. From a list of pre-selected variables, parents identified time to initial designation, high school graduation, and home-schooling/independent schooling as the three most important research priorities, with learning disabilities, autism spectrum disorder, and moderate behaviour support/mental illness as the three most important designations. In an open-ended response, parents recommended further areas for inquiry, including the effectiveness of inclusive education and school exclusion. Research priority setting can help create research agendas that align with the needs and interests of stakeholders. 相似文献