全文获取类型
收费全文 | 615篇 |
免费 | 11篇 |
专业分类
教育 | 454篇 |
科学研究 | 23篇 |
各国文化 | 9篇 |
体育 | 30篇 |
文化理论 | 3篇 |
信息传播 | 107篇 |
出版年
2023年 | 4篇 |
2022年 | 6篇 |
2021年 | 3篇 |
2020年 | 11篇 |
2019年 | 21篇 |
2018年 | 29篇 |
2017年 | 36篇 |
2016年 | 30篇 |
2015年 | 15篇 |
2014年 | 15篇 |
2013年 | 141篇 |
2012年 | 21篇 |
2011年 | 22篇 |
2010年 | 16篇 |
2009年 | 14篇 |
2008年 | 9篇 |
2007年 | 9篇 |
2006年 | 9篇 |
2005年 | 10篇 |
2004年 | 11篇 |
2003年 | 9篇 |
2002年 | 13篇 |
2001年 | 7篇 |
2000年 | 9篇 |
1999年 | 6篇 |
1998年 | 4篇 |
1997年 | 5篇 |
1996年 | 12篇 |
1995年 | 13篇 |
1994年 | 14篇 |
1993年 | 14篇 |
1992年 | 11篇 |
1991年 | 10篇 |
1990年 | 3篇 |
1989年 | 4篇 |
1988年 | 3篇 |
1987年 | 4篇 |
1984年 | 6篇 |
1983年 | 3篇 |
1982年 | 3篇 |
1981年 | 6篇 |
1980年 | 3篇 |
1979年 | 6篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1972年 | 3篇 |
1970年 | 3篇 |
1880年 | 1篇 |
1875年 | 1篇 |
1866年 | 2篇 |
排序方式: 共有626条查询结果,搜索用时 31 毫秒
1.
2.
3.
Ayodeji Dapherede Otusanya Gina Castle Bell 《Qualitative Research Reports in Communication》2018,19(1):44-50
Racial tensions continue in 21st-century United States through the communication of racial microaggressions. We are interested in the communication of racial microaggressions directed towards West African immigrants by people with whom they expected to be allied, African Americans. Sixteen people who identified as West African immigrants were interviewed about communication struggles with African Americans in this qualitative, interpretive analysis. Owen’s thematic analysis was employed to analyze interview data. Results suggest the communicative impact of racial microaggressions on recipients is far-reaching and consequential. Narratives illustrate microaggressive communication occurs daily through invalidating, dismissive lines of questioning as well as targeted name calling and pejorative dialogue. 相似文献
4.
David Ansong Sarah R. Eisensmith Rainier D. Masa Gina A. Chowa 《Psychology in the schools》2016,53(10):1057-1070
Self‐efficacy is a universal construct, but few validated measures exist for researchers in developing countries to use in assessing youths’ perceptions of their ability to achieve academic success. This study examined the cross‐cultural suitability and psychometric properties of an academic self‐efficacy scale (ASES) adapted for the Ghanaian context. ASES construct validity was assessed with a sample of 4,289 Ghanaian junior high‐school students and exploratory and confirmatory factor analysis. Invariance testing assessed the scale's measurement equivalence by gender and temporal stability of gender equivalence. The ASES is a valid, reliable one‐dimensional scale for assessing young Ghanaians’ perceptions of their academic capabilities, and it works equally well across genders. As adapted, ASES is a valid scale with utility for researchers examining predictors and effects of academic self‐efficacy. The ASES has important implications for decisions regarding investment in programs aimed at improving academic self‐efficacy of youth, both in sub‐Saharan Africa and the increasingly diverse American public schools. 相似文献
5.
Controversial results reported in past research pertaining to the effectiveness of sport-based physical activity interventions on weight loss. The purpose of this study was to assess the impact of sport-based physical activity intervention on body weight in children and adolescents using a meta-analysis. Academic Search Complete, Education Source, ERIC, Medline, ProQuest, PsycINFO and SportDiscus databases were searched from January 2000 to April 2015. Eighteen studies met following inclusion criteria: sport-based intervention studies; subjects aged 6–18 years; reported body weight; published in peer-reviewed journals written in English. The mean intervention duration was 17.72 weeks. The overall effect size (ES) was 0.52 (Cohen’s d (ES) = 0.52, 95% CI = 0.08, 0.95, P = 0.021), using a random effects model. Moderator analyses results showed that the Q statistic for the sport type (individual sport or team sport, Qbetween (Qb) = 14.52, df = 1, P = 0.001) and diet control (Qbetween (Qb) = 8.85, df = 1, P = 0.001), explained the heterogeneity of ESs. Our study showed that there was a moderate overall effect of sport-based physical activity intervention on body weight reduction. The team sport type (ES = 1.05, 95% CI = 0.44, 1.66) and diet control group (ES = 0.84, 95% CI = 0.26, 1.41) appeared to be more effective in reducing body weight. 相似文献
6.
7.
Lilian Fleur Bell 《Education 3-13》2013,41(3):20-25
This article outlines BPRS funded investigations into my own school's and other establishments' practices and processes within data analysis, needs identification and tracking of children's academic progress. It describes the evaluation of my school's then current practices and policies and the use of questionnaires and semi-structured interviews with my own staff, and assessment coordinators and senior leaders within exemplar schools. As well as outlining the main findings of my research this article assesses the introduction of new models of assessment for my own staff and pupils. This article also highlights how my research developed and the way my research process changed as it continued. 相似文献
8.
Liu Shuangshuang Bell Courtney A. Jones Nathan D. McCaffrey Daniel F. 《Educational Assessment, Evaluation and Accountability》2019,31(1):61-95
Educational Assessment, Evaluation and Accountability - Researchers and practitioners sometimes presume that using a previously “validated” instrument will produce “valid”... 相似文献
9.
Robert W. Bell 《PRIMUS》2017,27(3):406-417
AbstractMentoring undergraduate students in research is both rewarding and challenging. In this paper we present how we established a summer Research Experience for Undergraduates (REU) program in the mathematical sciences at Michigan State University. A goal of our REU is to include students who are at an early stage of their study of mathematics. We share our experiences in recruiting students, designing research projects, and mentoring our participants. We discuss the challenges we faced and the solutions we found while working with a diverse group of undergraduate students from across the nation. 相似文献
10.
What makes marking reliable? Experiments with UK examinations 总被引:2,自引:0,他引:2