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131.
133.
134.
Jun Sung Hong Dorothy L. Espelage Andrew Grogan-Kaylor Paula Allen-Meares 《Educational Psychology Review》2012,24(2):167-186
A growing body of literature is demonstrating associations between childhood maltreatment and bullying involvement at school.
In this literature review, four potential mediators (explanatory) and three potential moderators (mitigates or exacerbates)
of the association between childhood maltreatment and school bullying are proposed. Mediators include emotional dysregulation,
depression, anger, and social skills deficits. Moderators reviewed include quality of parent–child relationships, peer relationships,
and teacher relationships. Although there might be insurmountable challenges to addressing child maltreatment in primary or
universal school-based prevention programs, it is possible to intervene to improve these potentially mediating and moderating
factors. 相似文献
135.
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137.
Nancy L. Allen Paul W. Holland Dorothy T. Thayer 《Journal of Educational Measurement》2005,42(1):27-51
Allowing students to choose the question(s) that they will answer from among several possible alternatives is often viewed as a mechanism for increasing fairness in certain types of assessments. The fairness of optional topic choice is not a universally accepted fact, however, and various studies have been done to assess this question. We examine an important class of experiments that we call C1-A, "choose one, answer all," designs, and point out an important problem that they face. We suggest two analytical methods that can be used to circumvent this problem. We illustrate our ideas using the data from Bridgeman et al. (1997) . Our reanalysis of these data show: (a) that differential topic difficulty exists in real choice data, (b) that it affects naïve analyses of such data and masks the effects, positive or negative, of examinee choice, (c) that in this study there is a measurable and positive effect of examinee choice that follows predicted patterns in most but not all cases, (d) that the beneficial strength of examinee choice varies from case to case, and (e) that while the benefits of choice in terms of average points scored on the essays are usually positive, there is a substantial amount of variation around these averages and it is not uncommon for "incorrect" choices to be associated with higher test performance. 相似文献
138.
John B. Fotheringham Dorothy Creal 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1974,20(3):355-373
Conclusion In summary, this article has emphasized the stressful effect of a handicapped child on the family. The effect of the family on the child's achievement is emphasized as many handicapped children would not become disabled or their disability lessened by appropriate parental behavior. Because of the importance of the family as a teaching environment, for the preschool child in particular, three home-oriented programs are out-lined as possible models that others might find useful. These programs attempt to capitalize on the mother's continued contact with the child and her ability to supply a one-to-one teaching arrangement during the time when the child is most susceptible to change. Such programs also increase mother-child communication and enhance her sense of having some control over the child's development, and her self-image as a competent parent, in addition to making the parents aware of community resources and fostering contact with appropriate services. These parent programs for handicapped children should not be seen as a substitute for other child-oriented preschool programs but as part of a co-ordinated approach to the education of the preschool handicapped child.
Benachteiligte Kinder Und Benachteiligte Familien
Enfants Handicapes Et Familles handicapees相似文献
139.
Dorothy E. McAllister Wallace R. McAllister Stephen E. Dieter 《Learning & behavior》1976,4(2):204-209
In Experiment I, eight groups of rats (n = 20) were given shuttlebox-avoidance training. Two levels of shock (.3 and 1.6 mA) were combined factorially with two levels of reward (large and small) under both continuous and discontinuous (.75 sec on and 2.00 sec off) shock. Visual situational cues were absent after a shuttle response for the large-reward condition and present for the small-reward condition. Superior performance was obtained with weak rather than strong shock under both reward conditions and with large rather than small reward only under the weak-shock condition. Continuity of shock had no differential effect on performance. Experiment II allowed the conclusion that the reward effect was attributable to a reinforcement mechanism. The data were taken as support for the effective reinforcement theory, which emphasizes the importance in avoidance learning of fear conditioned to situational cues. 相似文献
140.
Conclusion Primary teachers will continue to be confronted with topics about which they themselves may not share the understandings of
experts in the area. They are surely not alone there. Secondary and tertiary science teachers who have more extensive backgrounds
find themselves in the same situation.
Increasing the number of areas in which primary teachers share the understandings of scientists would be of value. However
the data of this study suggest that it would also be worthwhile to focus attention on the strategies and understandings they
may use to increase their familiarity with scientist's understandings of natural phenomena. The Interactive Teaching Approach
(Biddulph and Osborne, 1984) offers an appropriate model for such activity. 相似文献