全文获取类型
收费全文 | 843篇 |
免费 | 25篇 |
国内免费 | 1篇 |
专业分类
教育 | 707篇 |
科学研究 | 28篇 |
各国文化 | 9篇 |
体育 | 43篇 |
文化理论 | 6篇 |
信息传播 | 76篇 |
出版年
2023年 | 4篇 |
2022年 | 10篇 |
2021年 | 16篇 |
2020年 | 15篇 |
2019年 | 35篇 |
2018年 | 54篇 |
2017年 | 58篇 |
2016年 | 40篇 |
2015年 | 43篇 |
2014年 | 33篇 |
2013年 | 195篇 |
2012年 | 23篇 |
2011年 | 35篇 |
2010年 | 22篇 |
2009年 | 22篇 |
2008年 | 24篇 |
2007年 | 18篇 |
2006年 | 17篇 |
2005年 | 11篇 |
2004年 | 18篇 |
2003年 | 8篇 |
2002年 | 20篇 |
2001年 | 19篇 |
2000年 | 12篇 |
1999年 | 6篇 |
1998年 | 8篇 |
1997年 | 8篇 |
1996年 | 8篇 |
1995年 | 10篇 |
1994年 | 4篇 |
1993年 | 4篇 |
1992年 | 5篇 |
1991年 | 4篇 |
1990年 | 8篇 |
1989年 | 3篇 |
1988年 | 4篇 |
1987年 | 3篇 |
1986年 | 5篇 |
1985年 | 2篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1981年 | 3篇 |
1980年 | 2篇 |
1979年 | 4篇 |
1978年 | 4篇 |
1977年 | 4篇 |
1976年 | 3篇 |
1880年 | 1篇 |
1870年 | 1篇 |
1867年 | 3篇 |
排序方式: 共有869条查询结果,搜索用时 15 毫秒
91.
92.
Tonika Duren Green Beverly Booker Ammah Nola Butler-Byrd Regina Brandon Angela McIntosh 《Mentoring & Tutoring: Partnership in Learning》2017,25(5):528-547
In this conceptual article, we focus on mentoring as a strategy to mend the cracks in the education pipeline for African American graduate students. Our article highlights the African American Mentoring Program (AAMP) model and examines the unique methods it uses to support the retention and graduation of African American graduate students from a university and their transition to the workforce. AAMP operates from a Transitional Cultural Framework and strives to bridge the gap between the students’ culture and the culture of the university. AAMP’s uniqueness is harnessed in its deep roots in culture, history, collectivism, and inter-generational sharing of knowledge. We end with implications and recommendations for universities and future research. 相似文献
93.
94.
Preservice Teachers' Beliefs About Family Involvement: Implications for Teacher Education 总被引:1,自引:0,他引:1
Teacher educators have long recognized the importance of adequately preparing preservice teachers for their work with families. Preservice teachers express many concerns that they believe may impact the development of comfortable and collaborative relationships with members of children's families. In a previous study, the authors found that preservice teachers expressed concerns about the quality of the teacher–family relationship, meeting children's basic needs in school, and the role of parents in education. These concerns, along with some recommendations for incorporating family involvement across the teacher education curriculum, are the focus of this article. 相似文献
95.
96.
Maria Luisa Genta Ersilia Menesini Ada Fonzi Angela Costabile Peter K. Smith 《European Journal of Psychology of Education - EJPE》1996,11(1):97-110
Anonymous questionnaires assessing the amount and nature of bullying/victimization were given to 1379 primary and middle school pupils (8–11; 11–14yrs) in two towns of Central and Southern Italy, Florence and Cosenza. The questionnaire closely followed the design of Olweus (1991) and Whitney and Smith (1993). Results were analysed in terms of percentages of bullying others and being bullied, types of bullying behaviour, where it occurred and who were the perpretators. Bullying was reported in both Italian areas at a more substantial level than found in other countries, including Norway, England, Spain and Japan, although it presented similar structural features to those reported elsewhere: being bullied decreased in older pupils, bullying others was most likely to be admitted by boys, the perpetretators were in the same class as the victims. Considering direct and indirect forms of bullying, year and gender differences are discussed for the two Italian areas and in cross-national perspective. 相似文献
97.
Angela Petit 《Technical Communication Quarterly》2001,10(4):365-386
Focusing on an environmental debate that took place in southeastern Louisiana, this study analyzes the experiences of several women who were identified as the debate's domestic, virtuous women: nurturing caretakers who entered public space to speak out as conservators of home and family. While acknowledging how powerful this public stance can be, this study also highlights the limitations of an identity that enables women to access political spheres traditionally closed to them but ultimately dismisses these voices when decisions about the environment must be made. 相似文献
98.
We examined the moderating effect of guilt on the associations between moral disengagement and bullying, defending and outsider behaviors in a sample of 404 students (203 boys; Mage = 11.09 years; SD = 1.48). Bullying, defending and outsider behavior were assessed through peer nominations, whereas guilt and moral disengagement were assessed by self-reports. Results showed that moral disengagement was associated with high levels of bullying and low levels of defending. Guilt was negatively associated with bullying and positively with defending. A moderating effect for guilt was also found: increasing levels of moral disengagement contributed to more bullying and outsider behavior, and to less defending, among students with low levels of guilt. The current research broadens the extant literature, showing the combined effects of guilt and moral disengagement on bullying-related behaviors. 相似文献
99.
Brooke E. E. Montgomery Amy Jones Sharon E. Sanders Angela McGraw Barbara Williams Katherine E. Stewart 《American journal of sexuality education》2018,13(1):40-64
Experiences of violence and behaviors that increase the risk of acquiring a sexually transmitted infection are high among women in the United States, and they often intersect (Meyer, Springer, &; Altice, 2011; Montgomery et al., 2015; World Health Organization (WHO), 2010). However, there are few evidence-based HIV-prevention interventions that address the special needs and challenges faced by female survivors of violence (Centers for Disease Control and Prevention, (CDC), 2017a). To address this gap, we adapted and pilot-tested an existing evidence-based women-focused sexual risk-reduction intervention (The Future Is Ours) with 23 self-identified female survivors of violence. The intervention comprised eight-weekly, two-hour cognitive behavioral group sessions focusing on reducing sexual-risk and improving trauma-based coping skills. Using mixed-methods analyses, the adapted intervention was determined feasible and acceptable to participants, and preliminary results suggest that participation could reduce risk factors for sexually transmitted infections. Therefore, testing on a larger scale is warranted. 相似文献
100.
Shu-Chen Yen Yafen Lo Angela Lee JudelMay Enriquez 《Education and Information Technologies》2018,23(5):2141-2153
The purpose of this study was to conduct a three-way comparison of face-to-face, online, and blended teaching modalities in an undergraduate Child Development course to determine if there were differences in student academic outcomes and course satisfaction across modalities. Student academic outcomes were measured by three examinations, one research paper assignment, and the overall course total grade. Course satisfaction was measured by administering the Student Opinion Questionnaire (SOQ) across the three teaching modalities and the Constructivist On-Line Learning Environment Survey (COLLES) to online and blended modalities. Results indicated that students performed equally well on all three examinations, research paper, and the overall course total grade across three teaching modalities, allaying traditional reservations about online and blended teaching efficacy. The SOQ and COLLES analysis found students from the three modalities were equally satisfied with their learning experiences. A Two-Factor Model identifying Face-to-Face Interaction and Learn on Demand (Flexibility) as factors determining student academic outcomes was proposed. Implications, limitations, and future research direction were discussed. 相似文献