全文获取类型
收费全文 | 223篇 |
免费 | 7篇 |
专业分类
教育 | 195篇 |
科学研究 | 5篇 |
各国文化 | 2篇 |
体育 | 2篇 |
文化理论 | 4篇 |
信息传播 | 22篇 |
出版年
2022年 | 3篇 |
2021年 | 2篇 |
2020年 | 3篇 |
2019年 | 6篇 |
2018年 | 12篇 |
2017年 | 15篇 |
2016年 | 12篇 |
2015年 | 4篇 |
2014年 | 4篇 |
2013年 | 36篇 |
2012年 | 4篇 |
2011年 | 7篇 |
2010年 | 2篇 |
2009年 | 2篇 |
2008年 | 5篇 |
2007年 | 6篇 |
2006年 | 6篇 |
2005年 | 7篇 |
2004年 | 5篇 |
2003年 | 4篇 |
2002年 | 8篇 |
2000年 | 7篇 |
1999年 | 2篇 |
1998年 | 3篇 |
1997年 | 3篇 |
1996年 | 4篇 |
1995年 | 2篇 |
1993年 | 4篇 |
1992年 | 2篇 |
1991年 | 4篇 |
1990年 | 4篇 |
1988年 | 2篇 |
1987年 | 4篇 |
1984年 | 3篇 |
1982年 | 3篇 |
1981年 | 3篇 |
1979年 | 5篇 |
1978年 | 2篇 |
1976年 | 2篇 |
1975年 | 2篇 |
1974年 | 1篇 |
1971年 | 1篇 |
1968年 | 2篇 |
1967年 | 1篇 |
1966年 | 1篇 |
1964年 | 2篇 |
1963年 | 1篇 |
1956年 | 1篇 |
1933年 | 1篇 |
1932年 | 1篇 |
排序方式: 共有230条查询结果,搜索用时 15 毫秒
1.
DOCILE BODIES AND DISEMBODIED MINDS 总被引:1,自引:0,他引:1
Hilary E. Davis 《Educational theory》1996,46(4):525-543
2.
3.
4.
Masten CL Guyer AE Hodgdon HB McClure EB Charney DS Ernst M Kaufman J Pine DS Monk CS 《Child abuse & neglect》2008,32(1):139-153
OBJECTIVE: The purpose of this study is to examine processing of facial emotions in a sample of maltreated children showing high rates of post-traumatic stress disorder (PTSD). Maltreatment during childhood has been associated independently with both atypical processing of emotion and the development of PTSD. However, research has provided little evidence indicating how high rates of PTSD might relate to maltreated children's processing of emotions. METHOD: Participants' reaction time and labeling of emotions were measured using a morphed facial emotion identification task. Participants included a diverse sample of maltreated children with and without PTSD and controls ranging in age from 8 to 15 years. Maltreated children had been removed from their homes and placed in state custody following experiences of maltreatment. Diagnoses of PTSD and other disorders were determined through combination of parent, child, and teacher reports. RESULTS: Maltreated children displayed faster reaction times than controls when labeling emotional facial expressions, and this result was most pronounced for fearful faces. Relative to children who were not maltreated, maltreated children both with and without PTSD showed enhanced response times when identifying fearful faces. There was no group difference in labeling of emotions when identifying different facial emotions. CONCLUSIONS: Maltreated children show heightened ability to identify fearful faces, evidenced by faster reaction times relative to controls. This association between maltreatment and atypical processing of emotion is independent of PTSD diagnosis. 相似文献
5.
George C. Nche Hilary C. Achunike Anuli B. Okoli 《The Journal of environmental education》2019,50(2):131-144
Studies have acknowledged children not as climate change victims only, but also as climate change actors. However, only a few have addressed the preparatory stages of children as climate change actors. However, the few studies that addressed these preparatory stages gave attention only to the roles of schools and government agencies without adequate attention to that of parents. This article therefore attempts to discuss the role of eco-parenting in building mitigation and adaptation capacities in children. Relying on the authoritative parenting model, the article avers that eco-parenting can have significant effects on children's ability to protect the environment, mitigate, and adapt to climate change impacts. 相似文献
6.
Meta-analysis was used to review the results of 25 studies that compared the classroom behavior of children and adolescents with learning disabilities (LD) to children without learning disabilities. The data were analyzed from several different methodological perspectives. Results showed that both methodologically strong and weak studies demonstrated significant behavioral deficits of children with learning disabilities compared to their nondisabled peers in each of five overall areas: on-task behavior, off-task behavior, conduct disorders, distractibility, and shy/withdrawn behavior. Both observational and teacher rating data demonstrated these differences. Effect sizes for both groups of studies seemed to cluster around 1 standard deviation, suggesting noticeable and educationally significant impairment in the behavior of children with disabilities. Analysis of grade-level effect sizes suggests some explanation for the large number of referrals often witnessed during the elementary school years. Educational implications of these behavioral differences in terms of implications for mainstreaming are discussed. 相似文献
7.
8.
The purpose of this study was to determine whether motor activity, previously assumed necessary to induce imagery in young children's associative learning, actually has to be executed. The results of our experiment with kindergartners clearly suggest not: In conditions where subjects simply planned to the potential motor activity (without executing it), learning was enhanced. Further, the temporal proximity of the planning to the potential motor activity did not prove to be important. These results, combined with those from 2 follow-up experiments, give rise to the speculation--among others--that young children can be "tricked" into imagery generation through appropriately worded instructions. 相似文献
9.
Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs 总被引:10,自引:0,他引:10
Early DM Maxwell KL Burchinal M Alva S Bender RH Bryant D Cai K Clifford RM Ebanks C Griffin JA Henry GT Howes C Iriondo-Perez J Jeon HJ Mashburn AJ Peisner-Feinberg E Pianta RC Vandergrift N Zill N 《Child development》2007,78(2):558-580
In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children. 相似文献
10.
The Urban Review - This study sought to explain student success at an Early College High School. Guided by previous research on Early College High Schools as well as by the construct of educational... 相似文献