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1.
Validating the Willingness to Self-Censor Scale: Individual Differences in the Effect of the Climate of Opinion on Opinion Expression 总被引:1,自引:0,他引:1
Hayes Andrew F.; Glynn Carroll J.; Shanahan James 《Int. Journal of Public Opinion Research》2005,17(4):443-455
Hayes, Glynn, and Shanahan (2005) defined self-censorship asthe withholding of ones opinion around an audience perceivedto disagree with that opinion. They argued that people differin their willingness to self-censor and introduced an 8-itemself-report instrument, the Willingness to Self-Censor scale,to measure this individual difference. The results of an experimentalstudy presented here provide further evidence of the constructvalidity of the scale. Each participant in the study was presentedwith a hypothetical scenario that contained information suggestinga group of people the participant was conversing with abouta controversial topic held opinions that were either uniformlysimilar to or different from the participants own opinion.Four weeks prior, each participant had responded to the Willingnessto Self-Censor scale and a measure of dispositional shyness.As expected, the manipulation of the climate of opinion affectedwillingness to express an opinion to the group, but more soamong those who scored relatively high on the Willingness toSelf-Censor scale. These results support the notion that somepeople rely on information about the climate of opinion moreso than do others when they decide whether or not to voice theiropinion publicly, and they suggest that the Willingness to Self-Censorscale measures this individual difference. 相似文献
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The consumption of music: Integrating aesthetics and economics 总被引:1,自引:1,他引:0
James L. Shanahan 《Journal of Cultural Economics》1978,2(2):13-26
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Jenny Olin Shanahan Elizabeth Ackley-Holbrook Eric Hall Kearsley Stewart Helen Walkington 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):359-376
This paper identifies salient practices of faculty mentors of undergraduate research (UR) as indicated in the extensive literature of the past two decades on UR. The well-established benefits for students involved in UR are dependent, first and foremost, on high-quality mentoring. Mentorship is a defining feature of UR. As more and different types of colleges and universities strive to meet student demand for authentic scholarly experiences, it is imperative to identify what effective UR mentors do in order to ensure student engagement, quality enhancement, retention, and degree-completion. We offer an original analysis of the literature on UR mentoring in which we identify 10 significant “lessons learned,” or evidence-based practices of effective UR mentors that apply broadly across disciplines, students, institutions, and mentoring approaches. 相似文献
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Using data from a representative panel of 1,000 Minnesota youth, this paper explores "helpfulness" in 2 spheres of adolescents' lives: the home and paid work settings. We examine the social structural conditions under which helpful behaviors are elicited, the interrelations of helpfulness and competence across 2 years of middle adolescence, and whether social circumstances moderate the effects of helpfulness on competence. Both boys' and girls' helpfulness in the home is responsive to family need. Furthermore, helpfulness at work and girls' competence are reciprocally related. We find evidence that the effects of helpfulness depend on the helper's motivations and the act's meaning, as shaped by the social context. Girls' competence is diminished by helpfulness in the home under conditions of poor father-daughter relationships and coercive maternal control. 相似文献
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Miwa A. Takeuchi Pratim Sengupta Marie-Claire Shanahan Jennifer D. Adams Maryam Hachem 《Studies in Science Education》2020,56(2):213-253
ABSTRACT Science, Technology, Engineering and Mathematics (STEM) education garnered significant attention in recent years and has emerged as a key field of research globally. The goal of this article is to offer a critical review of how STEM education and its transdisciplinarity were defined and/or positioned in empirical studies published during the early formulation of the field. In particular, we sought to identify how these studies conceptualise learners and learning and portray the underlying assumptions in light of the macrosystemic discourses that often serve as ideological forces in shaping research and practice of STEM education. We examined 154 peer-reviewed articles published between January 2007 and March 2018 and analysed them along several emergent dimensions: their geospatial focus, focal disciplinary areas, methodological and theoretical assumptions, and major findings. Grounded in a critical transdisciplinary perspective, we used critical discourse analysis to identify how macrosystemic and institutionalised forces – overtly and implicitly – shape what counts as STEM education research, including its goals and conceptualisations of learners and learning. Our analysis highlights the need for aesthetic expansion and diversification of STEM education research by challenging the disciplinary hegemonies and calls for reorienting the focus away from human capital discourse. 相似文献
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English learners are faced with the dual challenge of acquiring English while learning academic content through the medium of the new language (Lee et al. in J Res Sci Teach 45(6):726?C747, 2008; Stoddart et al. in J Res Sci Teach 39(8):664?C687, 2002) and therefore need specific accommodations to achieve in both English and the content areas. Teachers require higher quality and new forms of professional development to learn and meet the needs of their students. This study examines the impact of one professional development model that explicitly embedded language learning strategies into science inquiry lessons. It also demonstrates how teachers involved in the PD program improve their self-efficacy about language instruction embedded in content and how they interpret and implement the methodology. 相似文献
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The Effects of Work Intensity on Adolescent Mental Health, Achievement, and Behavioral Adjustment: New Evidence from a Prospective Study 总被引:3,自引:0,他引:3
Jeylan T. Mortimer Michael D. Finch Seongryeol Ryu Michael J. Shanahan Kathleen T. Call 《Child development》1996,67(3):1243-1261
This article examines the effects of work intensity on adolescent mental health, academic achievement, and behavioral adjustment. Questionnaire data were collected yearly from an initial panel of 1,000 randomly selected ninth graders (14-15 years old). Consistent with other studies, students who worked at higher intensity engaged in more alcohol use. The methodological strengths of this research (a representative panel studied prospectively over a 4-year period with minimal attrition and an analysis incorporating key control and lagged variables) provide strong evidence that adolescent work fosters alcohol use. The contention that work of high intensity has deleterious effects on mental health, academic achievement, and 2 other indicators of behavioral adjustment did not withstand our stringent tests. However, high school seniors who worked at moderate intensity (1-20 hours per week) had higher grades than both nonworkers and students who worked more hours per week. 相似文献