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71.
72.
Peter Fischer‐Appelt 《Higher Education in Europe》1996,21(2-3):82-89
Between 1989 and 1992, the Council of Europe responded to the perceived need to assist eastern and central European countries to develop a legal basis for their higher education systems that would lead to a workable and equitable balance between state control and university autonomy and academic freedom. Thus the Legislative Reform Project of the Council of Europe got underway in the spring of 1992. The results so far have been very positive. In 1996, the Council on Higher Education and Research of the Council of Europe recommended the continuation of the Project, now known as a Programme, for another four‐year period and its extension to the sectors of science and technology. 相似文献
73.
Honeybees foraging for sucrose at a laboratory window were trained in a series of ten 100-trial problems to choose between two targets differing in odor, one of them providing 10 µl of a 50% sucrose solution and the other 10 µl of water. In 9 of the problems, two odors were used, and the reward ratio was varied systematically over a wide range. In the 10th problem, three odors were used in an ambiguous-cue (A+/B?, B+/C?) design. The results were predicted quantitatively, and with substantial accuracy, from a simple theory of learning and choice developed in previous work on simultaneous discrimination in honeybees. 相似文献
74.
Research lauds the benefits of parent involvement in the schools, yet many schools and communities have not achieved desired
levels of involvement. Underlying expectations and methods soliciting parent involvement may be rooted in cultural misperceptions.
This study, based on Epstein’s (1987) Overlapping Spheres of Influence model, explored the ways and extent that community
members, school staff, and Samoan families interact regarding a public middle school. Qualitative research methods (interviews
and observations) involved parents, teachers, administrators, and community agency members and officials in participatory
action research. Findings displayed a base of cultural differences regarding parent involvement: Samoan parents were expected
to participate in school events and assist children with homework, yet Samoan culture has historically divided the parents’
responsibilities from the teachers’ responsibilities. Parents identified their responsibilities for children’s spirituality
and discipline and viewed academic matters as solely the responsibility of teachers. The school’s new activities, parents’
shifting focus, and community members’ diverse actions are demonstrating a start of change. This research supports the need
for school personnel to understand the cultural roots of minority families’ parent involvement practices.
Marianna F. Valdez is a Ph.D. Candidate in Community and Cultural Psychology. She completed her M.A. degree at the University
of Hawaii and B.A. degree at Tulane University. Her research interests involve the development, implementation, and evaluation
of culturally appropriate community programs, especially related to the public school setting. She is most interested in understanding
and representing emic perspectives to drive action research, informed by culturalist approaches and mixed methods.
Peter W. Dowrick is Professor of Disability Studies and affiliate graduate faculty in Psychology at the University of Hawaii.
He completed his Ph.D. at the University of Auckland, ATCL at Trinity College London, M.Sc. at the University of Auckland,
and B.Sc. at the Victoria University of Wellington. He has wide experience working with people marginalized by culture, disability,
mental health, and other considerations. His consultation on prevention and intervention extends to 31 states and 21 countries.
His overarching contribution has been in the concepts of feedforward and creating futures, applied in situations of personal
safety, serious mental illness, social behavior, sports and recreation, daily living, literacy, academic skills, health, housing,
management, and jobs, among others.
Ashley E. Maynard is Associate Professor in the Department of Psychology at the University of Hawaii. She completed her Ph.D.
at the University of California, Los Angeles, M.A. at the University of California, Los Angeles, and B.A. at the University
of Virginia. She studies the interrelationships of culture, contexts of child development, and healthy cognitive and social
development of children. Based on a socio-cultural paradigm, the theoretical question that lies at the heart of her research
program is the ways in which a variety of culturally based activity settings influence adaptive pathways of development for
children and families. She teaches courses in Developmental Psychology and Culture and Human Development. 相似文献
75.
This paper presents an initiative by the Brazilian Metalworkers Union, the Centro Nacional de Metalurgicos, which seeks to integrate vocational training with the construction of a new citizenship that represents a radical departure from the corporatist legacy of 'regulated citizenship'. The programme incorporates a strategic vision of the construction of citizenship of the workers through intervention in the development of public policy, principally in relation to policies concerning the creation of work, wealth and education, and in the unions' role in their negotiation. The Programa Integrar transcends the traditional Latin American adult education paradigms of human resource training and popular education, and it is argued that it is an example of an integrated education and training for civil society. 相似文献
76.
Jean-Paul Fischer 《教育心理学》2018,38(5):556-571
Recent research has found that children reverse mainly the left-oriented characters when writing from memory (e.g. they write ? and ε instead of J and 3). In order to obtain an objective definition of the left-orientation of a character, the ratings of the level of left-orientation of all the asymmetrical capital letters and digits by 142 adult students was analysed in Study 1. Study 2, on 298 five–six-year-old children, examined an immediate prediction of Study 1, namely that the children reverse mainly the digits that the adult students have rated left-oriented. Other predictions, both of the posited representation of the writing during the reversal stage and the neurological process of mirror generalisation, were verified: the simplicity of the representation of the symmetrical digits 0 and 8 makes incorrect writings very rare; the mirror generalisation, which operates only in the left–right direction, makes other transformations (inversion or 180° rotation) very rare. Finally, the explanatory power of some putative individual factors of reversal (e.g. writing with the left hand) is shown to be far lower than that of the left-orientation of the characters. 相似文献
77.
78.
Mark J. Hopkin Richard E. Wood Heinz-Dietrich Fischer John C. Morrill 《Communication Booknotes Quarterly》2013,44(2)
Mark J. Hopkin's Mass Media in the Soviet Union (New York: Pogasus, $8.95) Richard E. Wood's Shortwave Voices of the Torld (Gilfor Assoc., P.O. Box 239, Park Ridge, N.J. 07656, $6.35 hardback, $3.95 paperback Heinz-Dietrich Fischer and John C. Morrill, International Communications: Media, Channels, Functions (Hasting, $12.95) 相似文献
79.
Mohamed A. Shahat Annika Ohle David F. Treagust Hans E. Fischer 《International Journal of Science and Mathematics Education》2013,11(5):1157-1181
Educators and policymakers envision the future of education in Egypt as enabling learners to acquire scientific inquiry and problem-solving skills. In this article, we describe the validation of a model for problem solving and the design of instruments for evaluating new teaching methods in Egyptian science classes. The instruments were based on an established model for problem solving and were designed to assess seventh grade students’ problem solving, experimental strategy knowledge, achievement and motivation towards science. The test for assessing students’ knowledge has been developed based on the topic, density and buoyancy which will be taught in seventh grade in a later intervention study. The instruments were partly self-developed and partly adapted from newly performed studies on strategy knowledge and problem solving in Germany. All instruments were translated into Arabic; the translation process and quality control are described. In order to determine the quality of the instruments, 44 students in Egypt completed the questionnaires and tests. The study’s aim to develop and validate the instruments did require an ad hoc and typical sample which was drawn from an accessible population. Accordingly, the characteristics of the sample are described. Data were analysed according to the classical test theory, but to underpin the results, the instruments were additionally analysed using the even stronger Rasch model. The findings demonstrated the reliability of the items and aspects of validity. In addition, this study showed how test items can be successfully developed and adapted in an international study and applied in a different language. 相似文献
80.
Elizabeth A. Harvey Candice Fischer Julie L. Weieneth Sara D. Hurwitz Aline G. Sayer 《Early childhood research quarterly》2013
The present study examined predictors of discrepancies between mothers’, fathers’, and teachers’ ratings of 3-year-old children's hyperactivity, attention problems, and aggression. Participants were families of 196 3-year-old children who took part in child and family assessments. Ethnicity was one of the most consistent predictors of discrepancies. African American mothers and fathers were more likely to rate their children's hyperactivity, attention problems, and aggression lower than teachers. In contrast, Latina mothers were more likely to rate their children as more hyperactive and inattentive than teachers. ADHD/ODD diagnoses, parental depression, number of children, and children's pre-academic skills were also predictive of discrepancies for some measures for some informants. These findings provide insight into factors that may contribute to informant discrepancies in ratings of preschool children. 相似文献