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251.
Cindy Chateignier Marion Dutrévis Armelle Nugier Peggy Chekroun 《European Journal of Psychology of Education - EJPE》2009,24(2):219-234
Stigmatized group membership leads to deleterious consequences for individuals. More specifically, according to stereotype
threat literature, the awareness of negative intellectual stereotypes can impair stereotyped group members’ performance. Based
on this framework, two studies were designed to explain the lower grades obtained by French-Arab students, compared to French
students. An Implicit Association Test (Study 1) revealed that native French students automatically expressed a negative stereotype
regarding French-Arab students’ intellectual abilities. The second study (Study 2) examined whether this negative stereotype
could alter French-Arab students’ intellectual performance in a threatening context. As expected, French-Arab students underperformed
when the verbal task was presented as a measure of intellectual ability, compared to French students. When the task was presented
as non-diagnostic, their performance equaled that of French students. The discussion herein addressed implications of these
results in terms of discrimination against the French-Arab population. 相似文献
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Alan Chalmers Lloyd Ackert Pnina Abir-Am Maria Trochatos Carolyn R. Miller Nicolas Rasmussen Roy Macleod Ingo Brigandt Lorna Barrow Ian Maclean Elof Axel Carlson Susan E. Cozzens Cindy Klestinec Patricia O'Grady Alison Bashford Jim Endersby Jonathan Simon David Mercer David Oldroyd Suzanne Verderber Peter Slezak Rachel Cooper Patricia Fara Ravi Arvind Palat Peder Anker Bernhard Fritscher David Branagan 《Metascience》2002,11(3):329-429
255.
Electromagnetic Fields,Pulsed Radiofrequency Radiation,and Epigenetics: How Wireless Technologies May Affect Childhood Development
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Mobile phones and other wireless devices that produce electromagnetic fields (EMF) and pulsed radiofrequency radiation (RFR) are widely documented to cause potentially harmful health impacts that can be detrimental to young people. New epigenetic studies are profiled in this review to account for some neurodevelopmental and neurobehavioral changes due to exposure to wireless technologies. Symptoms of retarded memory, learning, cognition, attention, and behavioral problems have been reported in numerous studies and are similarly manifested in autism and attention deficit hyperactivity disorders, as a result of EMF and RFR exposures where both epigenetic drivers and genetic (DNA) damage are likely contributors. Technology benefits can be realized by adopting wired devices for education to avoid health risk and promote academic achievement. 相似文献
256.
We understand very little about what is special that leaders do to facilitate improvement that is both transformational and lasting in previously persistently failing schools in the United States. Relatively little is understood about change not just during the initial turnaround stage, but that endures on the larger journey as the school becomes a healthy organisation for adults and students. This lack of understanding is likely due to the lack of data sources because schools struggle to attain turnaround, let alone maintain the improvement and continue to grow. We conducted a literature review of frameworks implicated in leading a sustained school turnaround. This study synthesises existing frameworks relevant to implicated constructs of (1) school turnaround, (2) effective educational leadership, (3) turnaround external to education, and (4) sustained improvement external to education through developing a cohesive set of practices to inform the work of researchers and practitioners. We end by suggesting that this framework be tested and refined through examination of principal data so that it more robustly represents the work that leaders of sustained improvement undertake. 相似文献
257.
The purpose of this investigation was to respond to two deficiencies in past consultation research. It described the consultee-centered consultation techniques which were used, and it attempted to demonstrate the effectiveness of consultee-centered consultation in changing observable teacher behavior. Evidence was presented to show how consultation was followed by a reduction in the negative verbal behavior of two out of three teachers who participated in the study. An attempt was made to show how this study related to Caplan's (1970) assumptions regarding consultee-centered case-consultation. It was concluded that multiple baseline designs offer a viable approach to experimental research in consultation with small numbers of subjects. 相似文献
258.
Elizabeth Meyers Hyde 《Psychology in the schools》1975,12(4):412-420
The present study investigated number and nature of school psychological referrals in a black, lower socioeconomic, “inner-city” school system. Unlike earlier investigations, this study demonstrated statistically significant sex and/or developmental differences in stated reason for school psychological referrals. Results were examined in terms of suggestions for the training of school psychologists as well as in light of several theoretical issues in urban education. 相似文献
259.
VanGronigen Bryan A. Meyers Coby V. Scott Caitlin Fantz Traci Dunn Lenay D. 《Journal of Educational Change》2022,23(1):1-32
Journal of Educational Change - Recent United States (U.S.) educational policies—especially the passage of the Every Student Succeeds Act of 2015—have challenged state education... 相似文献