全文获取类型
收费全文 | 796篇 |
免费 | 9篇 |
专业分类
教育 | 678篇 |
科学研究 | 15篇 |
各国文化 | 10篇 |
体育 | 22篇 |
文化理论 | 3篇 |
信息传播 | 77篇 |
出版年
2023年 | 5篇 |
2022年 | 9篇 |
2021年 | 5篇 |
2020年 | 12篇 |
2019年 | 8篇 |
2018年 | 18篇 |
2017年 | 35篇 |
2016年 | 13篇 |
2015年 | 20篇 |
2014年 | 31篇 |
2013年 | 211篇 |
2012年 | 24篇 |
2011年 | 13篇 |
2010年 | 21篇 |
2009年 | 18篇 |
2008年 | 22篇 |
2007年 | 19篇 |
2006年 | 17篇 |
2005年 | 10篇 |
2004年 | 16篇 |
2003年 | 14篇 |
2002年 | 15篇 |
2001年 | 14篇 |
2000年 | 14篇 |
1999年 | 10篇 |
1998年 | 11篇 |
1997年 | 5篇 |
1996年 | 11篇 |
1995年 | 9篇 |
1994年 | 9篇 |
1993年 | 4篇 |
1992年 | 10篇 |
1991年 | 8篇 |
1990年 | 16篇 |
1989年 | 10篇 |
1988年 | 7篇 |
1987年 | 8篇 |
1986年 | 6篇 |
1985年 | 9篇 |
1984年 | 7篇 |
1983年 | 14篇 |
1982年 | 6篇 |
1981年 | 7篇 |
1980年 | 6篇 |
1979年 | 6篇 |
1977年 | 8篇 |
1976年 | 4篇 |
1975年 | 6篇 |
1974年 | 5篇 |
1970年 | 3篇 |
排序方式: 共有805条查询结果,搜索用时 31 毫秒
151.
Jeremy P. Shapiro Joella D. Burgoon Carolyn J. Welker Joseph B. Clough 《Psychology in the schools》2002,39(1):87-100
This study evaluated the violence prevention effects of The Peacemakers Program, a school‐based intervention for students in grades four through eight. The program includes a primary prevention component delivered by teachers and a remedial component implemented by school psychologists and counselors with referred students. The teacher‐delivered component consists of a psychoeducational curriculum and procedures for infusing program content into the school environment. The study included almost 2,000 students in an urban public school system, with pre‐ and post‐program assessment and comparison to a control group. There were significant, positive program effects on six of the seven variables assessed, including knowledge of psychosocial skills, self‐reported aggression, and teacher‐reported aggression, with a 41% decrease in aggression‐related disciplinary incidents and a 67% reduction in suspensions for violent behavior. On some outcome variables, intervention effects were stronger for boys than girls and for middle school compared to upper elementary school students. © 2002 John Wiley & Sons, Inc. 相似文献
152.
Theodore Millon Stephen Strack Carolyn M. Millon‐Niedbala Seth D. Grossman 《Journal of College Counseling》2008,11(2):159-172
Students visiting college counseling centers experience a broad range of complex and sometimes severe concerns that are often not adequately addressed by existing clinical measures. In response, the Millon College Counseling Inventory (MCCI; T. Millon, S. N. Strack, C. Millon, & S. Grossman, 2006) was specifically designed for use with contemporary college populations. The authors introduce the MCCI, briefly explain its development, discuss its utility for everyday use in counseling centers, and offer a fictional case illustration. 相似文献
153.
154.
155.
Vivian Rossner‐Merrill Drew Parker Carolyn Mamchur Stephanie Chu 《Educational Media International》2013,50(4):282-288
Abstract We thought that the close integration of theory and practice offered by constructivism promises unique opportunities to maximize learning in online courses using interactive software as the primary medium of communication. The purpose of this paper, therefore, is to examine the ‘goodness of fit’ between principles drawn from constructivist theories and the design and implementation of the interactive online course. 相似文献
156.
157.
Carolyn Morrison Thomastine Sarchet Carol M. Convertino Georgianna Borgna Richard Dirmyer 《欧洲特需教育杂志》2013,28(1):78-90
This study explored deaf and hearing university students’ metacognitive awareness with regard to comprehension difficulties during reading and classroom instruction. Utilising the Reading Awareness Inventory (Milholic, V. 1994. An inventory to pique students’ metacognitive awareness of reading strategies. Journal of Reading 38: 84–6), parallel inventories were created to tap metacognitive awareness during comprehension of sign language (deaf students) and spoken language (hearing students). Overall, both deaf and hearing students appeared to have greater metacognitive awareness of ongoing comprehension and repair strategies during reading than during instruction in the classroom, but deaf students scored lower than hearing students in both modalities. Deaf students were no more likely than hearing students to report adopting inappropriate strategies, but both groups indicated they were more likely to do so in classroom contexts than during reading. 相似文献
158.
159.
Carolyn Medel-A?onuevo Anna Bernhardt 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,57(1-2):57-68
This article gives an overview of the development of gender equality and women??s participation in adult learning and education in the history of the International Conferences on Adult Education (CONFINTEA). Though the equality of rights was highlighted throughout the various conferences, the first Global Report on Adult Learning and Education (GRALE) observed that a gender gap in the participation in adult learning and education still persisted in 2009. This is especially remarkable with regard to the impact of CONFINTEA V in 1997, because it focused on the issue of women??s participation and gender equality. A review of the CONFINTEA VI programme elements and the national reports prepared by UNESCO Member States in 2008 reveals that gender issues have to some extent moved from the centre of attention to the periphery. This article therefore tries to explore how gender principles are acknowledged in CONFINTEA VI and its follow-up. 相似文献
160.
Michael J. Lichtenstein Linda A. Pruski Carolyn E. Marshall Cheryl L. Blalock Yan Liu Rosemarie Plaetke 《Educational gerontology》2013,39(7):541-561
ABSTRACT This study tested the effectiveness of 2 dissemination methods for the Positively Aging® teaching materials. In San Antonio, Texas, 4 middle schools participated in a 3-year controlled trial of dissemination via distance electronic support alone (control) compared to distance electronic support plus in-school support from study staff (intervention). Web site and classroom utilization of lessons were tracked. The results demonstrated that in-school staff support was necessary to disseminate these materials. Potential dissemination barriers included competition for instructional time with other curricula, teacher variability in teacher computer use, teacher and student turnover, and the effects of mandatory testing on the educational process. 相似文献