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Despite the importance of naturalized representations for explaining, creating and recreating social reality, little empirical research has examined the resistance to and change in naturalized representations in talk. By approaching populism as a naturalized representation, this article examines the dialogical construction of populism in 55 Finnish lay interviews. Our analysis consists of two parts. First, we conduct a reflexive thematic analysis to identify the meanings of the naturalized representation of populism. Additionally, by relying on work in critical discursive psychology, we perform a more fine-grained analysis to illustrate how the naturalized representation of populism is used in talk to construct social reality and intergroup boundaries. Second, by relying on critical discursive psychology, we illustrate the discursive strategies that allowed some of our interviewees to contest the naturalized representation of populism in talk. This study offers novel contributions to the existing literature on populism and social representations by analysing the meanings and functions of the term ‘populism’ in lay discourse, responding to the call to combine social representations theory and the discursive approach, and offering insights into the changes in naturalized representations. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement.  相似文献   
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This case study used a student voice program in an urban middle school in the southeastern United States to examine the validity of three theoretically derived pathways through which student voice may affect positive school climate. First, using a youth participatory action research process to identify barriers to learning, analyse their root causes, and advocate for solutions to school administration allowed students to influence minor school policies and implement anti‐bullying, classroom‐behaviour‐monitoring, and experiential‐learning initiatives. However, there were challenges to making these policy and practice changes systemic. Second, relationships were formed and strengthened as a byproduct of student participant and staff collaboration in program activities. However, the program may have contributed to an ingroup–outgroup dynamic between participants and other peers. Third, students who participated in the program developed citizenship competencies, and their development may have promoted broader prosocial norms among the student body, though evidence was inconsistent. Study findings suggest that future research examine how variations in the implementation of student voice initiatives can maximize the contribution to a positive school climate in urban schools. Findings also suggest that practitioners should ensure that student teams be representative of a multitude of student identities. Copyright © 2014 John Wiley & Sons, Ltd.  相似文献   
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The domestic cat (Felis silvestris catus L.) has colonized different types of environments that differ in their spatial distribution of resources. Urban environments are characterized by highly clumped distributions of food and shelter, allowing domestic cats to live in large multimale‐multifemale groups. In such a situation, questions arise about male and female mating strategies. In particular, do females exert active mate choice? We tested this question using behavioural records on acceptance and refusal of males by estrous females. Our results showed that most females copulated with several males during a single estrus period. The variability of female behaviour was high: six females copulated with all courting males whereas three others mated with most courting males; six others copulated with half or less of the courting males. Even if some females copulated with certain males more often than with others, the identity of the most successful males changed each time. These results show that most females did not choose mates among different males available. The results are discussed in terms of optimal reproductive strategies of males and females in an urban environment. Aggr. Behav. 26:455–465, 2000. © 2000 Wiley‐Liss, Inc.  相似文献   
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文章利用利用2008年中国居民医疗服务调查数据, 描述了居民的就医选择模式, 比较了城乡居民就医选择的差异。数据显示, 居民主要选择整体治疗水平高、口碑好, 方便且收费规范的医院和医德、医术兼顾的医生。在城乡差异方面, 城市居民主要选择那些有实力且环境舒适的医院, 村镇居民更希望医院有良好的服务和友好的态度。城市居民对医生的医德要求更高、更喜欢选专家看病, 但对专家有更多的质疑;而村镇居民则倾向于根据病情选医生, 也更为信任专家。  相似文献   
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城镇职工医疗保险改革面临的问题与对策   总被引:1,自引:0,他引:1  
我国政府已明确提出城镇职工基本医疗保险制度的改革目标,虽然改革已取得了一些进展,但距改革目标仍有相当差距。采用政治分析方法,分析了目前医改所面临的主要问题与原因,并在借鉴国际医疗保障制度改革启示的基础上,进一步探讨解决问题和推进改革进程的思路。  相似文献   
27.
在文献分析和深度访谈的基础上,编制城市社区居民获得感的初始量表。经项目分析、探索性因素分析和验证性因素分析修订初始量表,最终形成的正式量表包括认知获得感和情感体验获得感两个分量表,前者包括横向认知获得感和纵向认知获得感两个维度,后者包括横向情感体验获得感和纵向情感体验获得感两个维度。结果发现,该量表具有较高的内部一致性系数、重测信度以及良好的结构效度和效标效度,可以作为后续相关研究的测量工具。  相似文献   
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Many view populist tendencies among youth with concern because adolescence is a formative period for political development. Of the many factors that shape young people's populist attitudes, experiences in school deserve attention since young people spend time in educational settings and schools share the goal of educating students to become informed and responsible citizens. However, the school context offers a wide variety of experiences, ranging from formal curricular to informal (climatic or participatory) characteristics. While empirical findings indicate that experiences in school affect the extent to which young people lean toward populism, results are not always clear and point to considerable gaps in the literature. Consequently, in this article, we discuss practical implications of studies on this topic and outline directions for research.  相似文献   
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Civic science (CS) is an approach to science learning and action in which youth determine issues of concern in their communities and use science, technology, engineering, and math (STEM) knowledge and methods to address them. In this article, we focus on CS as it is applied to environmental concerns and enacted by children and youth in urban communities. Core CS practices include relevance of local place and culturally responsive principles for youth's learning and community contributions, egalitarian intergenerational partnerships with adults from community-based organizations, teamwork and collective action, and public regard for youth's community environmental contributions. We discuss CS's potential to address the marginalization of youth from minoritized backgrounds in traditional STEM and environmental education. We also argue that the way CS frames science for the public good will prepare younger generations to meet 21st-century environmental challenges.  相似文献   
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This article explores the interconnected spiritual, religious, and cultural worlds of the majority of American Indian (AI) youth who live in urban areas: their patterns of involvement in religion and Native spirituality and associated well‐being. Latent class analysis of data from 205 AI middle school students identified five distinctive classes using survey measures of religious affiliation, attendance at services, adherence to Christian and traditional spiritual beliefs, Native spirituality, and Native cultural practices. Two classes were Christian groups: one attending Christian churches and following Christian beliefs but uninvolved with Native beliefs, spirituality, or cultural practices; and a nominal Christian group affiliated with but not attending church and unattached to belief systems. Two groups followed Native beliefs and spiritual practices, one affiliated with the Native American Church and another unaffiliated with any church. The fifth, nonreligious group, had no religious affiliation, followed neither Christian nor traditional beliefs, and was uninvolved in Native spirituality and cultural practices. The two groups embracing AI spirituality reported better academic performance, more reservation contact, higher AI enculturation, and stronger bicultural orientations.  相似文献   
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