全文获取类型
收费全文 | 195篇 |
免费 | 4篇 |
专业分类
教育 | 175篇 |
科学研究 | 7篇 |
各国文化 | 1篇 |
体育 | 5篇 |
文化理论 | 4篇 |
信息传播 | 7篇 |
出版年
2022年 | 1篇 |
2020年 | 2篇 |
2019年 | 5篇 |
2018年 | 7篇 |
2017年 | 6篇 |
2016年 | 7篇 |
2015年 | 4篇 |
2014年 | 4篇 |
2013年 | 35篇 |
2012年 | 7篇 |
2011年 | 6篇 |
2010年 | 2篇 |
2009年 | 10篇 |
2008年 | 2篇 |
2007年 | 3篇 |
2006年 | 5篇 |
2005年 | 7篇 |
2003年 | 4篇 |
2002年 | 2篇 |
2001年 | 4篇 |
2000年 | 6篇 |
1999年 | 5篇 |
1998年 | 1篇 |
1997年 | 2篇 |
1996年 | 3篇 |
1995年 | 2篇 |
1994年 | 1篇 |
1992年 | 1篇 |
1990年 | 3篇 |
1989年 | 2篇 |
1988年 | 4篇 |
1987年 | 4篇 |
1985年 | 2篇 |
1983年 | 5篇 |
1982年 | 3篇 |
1981年 | 5篇 |
1980年 | 4篇 |
1979年 | 3篇 |
1978年 | 1篇 |
1976年 | 2篇 |
1973年 | 2篇 |
1972年 | 3篇 |
1971年 | 2篇 |
1970年 | 3篇 |
1969年 | 1篇 |
1968年 | 1篇 |
1967年 | 1篇 |
1966年 | 1篇 |
1962年 | 1篇 |
1919年 | 1篇 |
排序方式: 共有199条查询结果,搜索用时 15 毫秒
11.
12.
Hogan AJ 《Endeavour》2012,36(2):77-84
What does it look like to be the carrier of a genetic disease? Carrier status may be determined through the visual analysis of both genotypic and phenotypic evidence. Over the past 70 years, clinical geneticists have depended upon multiple strategies for identifying disease carriers within a family. This has included pedigree analysis, which was based upon clinical observations of individual family members and, in recent decades, cytogenetic and molecular methods. Newer techniques have offered novel opportunities to actually see the suspected etiological markers of certain genetic diseases, such as Fragile X syndrome. The visualization of these markers has both clarified and confused previously observed inheritance patterns, in some cases leading to the development of newly distinct diagnostic categories. As a result, what it means to be affected by, or the carrier of, a genetic disease has continuously evolved. 相似文献
13.
A Review of Research on School Bullying Among African American Youth: An Ecological Systems Analysis
Desmond Upton Patton Jun Sung Hong Abigail B. Williams Paula Allen-Meares 《Educational Psychology Review》2013,25(2):245-260
School bullying and peer victimization are social problems that affect African American youth across various environmental contexts. Regrettably, many of the empirical research on bullying and peer victimization among African American youth has examined individual and direct level influences in silos rather than a constellation of factors occurring in multiple settings, such as home, school, and neighborhood. As a holistic model, the social–ecological framework provides a context with which to situate and interpret findings and draw implications from a broader psychosocial framework, which can be applicable across various systems. We utilize Bronfenbrenner’s (American Psychologist 32:513–531, 1977) social–ecological framework as a springboard for investigating the accumulation of risk contributors and the presences of protective factors in relation to school bullying and peer victimization of African American youth. More specifically, we examine the risk and protective factors occurring in the micro- (i.e., parents, peers, school, and community), exo- (i.e., parental stress), and macrosystem levels (i.e., hypermasculinity, and gender role beliefs and stereotypes). We then discuss implications for research and school-based practice. 相似文献
14.
Thomas P. Hogan 《Research in higher education》1973,1(2):149-154
This study raised three questions about the similarity or generalizability of student ratings of courses and instructors. First, how stable are student ratings of the same instructor giving the same course during twodifferent semesters? Second, how similar are student ratings of the same instructor in twodifferent courses? Third, how similar are student ratings of a given course being taught bydifferent instructors? Instances were identified in which student ratings on seven different factors were available for pairs of courses for each of these questions. For the case of the same instructor — same course—different semesters, student ratings were reasonably similar (median r for seven factors about 0.70). For the case of the same instructor—different courses, the median r was surprisingly low — about 0.40. For the case of the same course—different instructors, substantial correlations were obtained for some factors and insignificant correlations for other factors. Implications of these findings for practical use of student ratings and suggestions for further research in the area are discussed. 相似文献
15.
Geraldine Scanlon Yvonne Barnes-Holmes Ciara McEnteggart Deirdre Desmond Nigel Vahey 《欧洲特需教育杂志》2016,31(1):44-58
The experiences of pupils with Special Educational Needs (SEN) and their parents at pre-transition from primary to post-primary school have received little attention in the literature. The current study investigated these experiences using a mixed methods approach within the Irish educational system. Thirty-two pupils with SEN and 42 parents of pupils with SEN participated in focus groups, and also completed a questionnaire which qualitatively complemented the parental focus groups. Emergent themes for pupils included: things I will miss; fitting in and performing as well as others; laying the groundwork: getting to know new people; and experiencing and talking about ‘going to the new school’. Emergent themes for parents included: losing ground?; information is critical: ‘I’m not asking for the moon, but a bit more information’; I’d like help but I don’t want to make trouble for my child; and challenge and support. Critical issues emerging from the data concerning pre-transition experiences for both pupils and parents are discussed. 相似文献
16.
Desmond L. Nuttall 《教育心理学》1988,8(4):229-236
17.
The request to evaluate a nontraditional degree program sounds simple enough. But what does it mean “to evaluate the program?” This article identifies twelve major areas seeming to require evaluative attention according to the perspectives of a number of different groups of people. In addition to identifying these areas, the study suggested priorities for the areas in terms of their long-term, overall importance in a complete evaluation plan and their immediate or short-term importance in the early stages of program implementation. 相似文献
18.
A member of the programme staff of the International Institute for Educational Planning since 1988. Her principal research themes are education policy and the development of human resources, the role of examinations, and the administration and management of teachers. Main publications include:Stratégies d'innovations technologiques et politiques éducatives en France, en RFA et au Royaume-Uni [Strategies for innovative technology and educational policies in France, the Federal Republic of Germany and the United Kingdom] (1989) and (with F. Caillods and K. Lewin)Science education provision at secondary level: planning and policy issues [forthcoming]. 相似文献
19.
Renate Nestvogel Harold J. Noah Sixten Marklund Richard Noonan John Nisbet Desmond J. Keegan Jeremy Greenland Robert G. Thomas Douglas Thom Mina J. Moore-Rinvolucri Wolfgang Tietze A. Harry Passow Michael A. White D. S. Anderson Philip G. Altbach R. Gardner Bogdan Suchodolski Malcolm Rosier Ronald H. Wilson David H. Partington 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(4):493-521
20.