全文获取类型
收费全文 | 675篇 |
免费 | 5篇 |
国内免费 | 1篇 |
专业分类
教育 | 515篇 |
科学研究 | 11篇 |
各国文化 | 18篇 |
体育 | 58篇 |
文化理论 | 6篇 |
信息传播 | 73篇 |
出版年
2021年 | 5篇 |
2020年 | 6篇 |
2019年 | 11篇 |
2018年 | 17篇 |
2017年 | 10篇 |
2016年 | 11篇 |
2014年 | 13篇 |
2013年 | 205篇 |
2012年 | 12篇 |
2011年 | 14篇 |
2010年 | 12篇 |
2009年 | 12篇 |
2008年 | 17篇 |
2007年 | 13篇 |
2006年 | 11篇 |
2005年 | 11篇 |
2004年 | 18篇 |
2003年 | 21篇 |
2002年 | 9篇 |
2001年 | 16篇 |
2000年 | 6篇 |
1999年 | 4篇 |
1998年 | 4篇 |
1996年 | 6篇 |
1994年 | 8篇 |
1993年 | 6篇 |
1992年 | 5篇 |
1991年 | 4篇 |
1990年 | 6篇 |
1989年 | 11篇 |
1988年 | 10篇 |
1987年 | 5篇 |
1986年 | 5篇 |
1985年 | 10篇 |
1984年 | 12篇 |
1983年 | 8篇 |
1982年 | 19篇 |
1981年 | 11篇 |
1980年 | 9篇 |
1979年 | 6篇 |
1978年 | 12篇 |
1977年 | 7篇 |
1976年 | 4篇 |
1974年 | 6篇 |
1973年 | 6篇 |
1971年 | 5篇 |
1970年 | 3篇 |
1969年 | 7篇 |
1968年 | 4篇 |
1966年 | 3篇 |
排序方式: 共有681条查询结果,搜索用时 640 毫秒
21.
This project was designed to provide a retrospective analysis of the parent training literature during the last decade. Eighteen journals with behavioral psychology, clinical/counseling psychology, school psychology, and special education emphases were selected for review. Data related to the number of articles published in each journal, year of article publication, referral problem, and contributing institution were collected. Results indicate that behavioral journals published the most empirically based parent training articles (66%), followed by clinical/counseling psychology (26%), special education (6%), and school psychology (3%) journals. Parents with noncompliant, handicapped, or abused/neglected children comprised the majority (58%) of research participants. Suggestions for involving school psychologists in parent training research and broadening the focus of parent training to include preventive, as well as remedial, efforts are presented. 相似文献
22.
Within‐High‐School Versus Across‐High‐School Scaling of Admissions Assessments: Implications for Validity and Diversity Effects 下载免费PDF全文
Jack W. Kostal Paul R. Sackett Nathan R. Kuncel Philip T. Walmsley Melissa S. Stemig 《Educational Measurement》2017,36(1):39-46
Previous research has established that SAT scores and high school grade point average (HSGPA) differ in their predictive power and in the size of mean differences across racial/ethnic groups. However, the SAT is scaled nationally across all test takers while HSGPA is scaled locally within a school. In this study, the researchers propose that this difference in how SAT scores and HSGPA are scaled partially explains differences in validity and subgroup differences. Using a large data set consisting of 170,390 students each of whom matriculated at one of 114 separate colleges, the researchers find that awarding SAT scores by ranking SAT within a high school generally results in substantial reduction in the size of subgroup mean differences for this predictor. However, validity for predicting first‐year GPA is also reduced by a small amount. Conversely, placing HSGPA onto a nationally normed metric through the use of multiple regression procedures results in a moderate increase in the size of subgroup mean differences, while also producing a small increase in validity. Taken together, these findings suggest that differences in predictor scaling can partially explain differences in the size of subgroup mean differences between HSGPA and SAT scores and have implications for predictive power. 相似文献
23.
Jack Demaine 《International Studies in Sociology of Education》2013,23(2):125-140
The last half-century of sociology of education is littered with the debris of functionalist theories about social reproduction, inequality and class. This article discusses 'progressive 'and 'conservative 'readings of arguments about social reproduction and explores the consequences for the sociology and the politics of education with reference to supposed 'influence ' and 'audience'. New Labour's embrace of the school effectiveness/improvement movement and the introduction of the Sure Start programme illustrate that while 'social reproduction' is still a concern for sociologists of education, policy-makers have more 'practical' concerns. 相似文献
24.
Jack Demaine 《International Studies in Sociology of Education》2013,23(2):115-128
The British Labour Party has continued to make progress on education, following two broad policy paths and adopting a pragmatic approach that does not attempt to force these to cross or converge. One path is that of the quasi market inherited from the previous Conservative administration; the other is characterised as 'intervention' to support those for whom the market remains almost entirely irrelevant. Some observers regard this dual approach as 'opportunism' and Labour's education policy as a 'betrayal' of principle, by which is meant the principle of 'equal opportunity'. Of course, that principle provides equal opportunity to fail as much as to succeed. Rather than leaving education to the market, Labour has focused on the needs of those most likely to be failed by the principle of 'equal' opportunity in a quasi market. 相似文献
25.
Jack C. Morgan 《The Teacher Educator》2013,48(1):24-28
This article summarizes the areas of educational research sponsored by the federal government and describes some projects of special significance. 相似文献
26.
27.
Research training takes many forms and is generally a part of graduate education. A common and important aspect of research training is the introductory research methods class offered by many departments. The purpose of this study was to examine the content, process, and instructors of introductory research methods classes in departments of kinesiology and physical education in the United States. A survey was designed and extensively pilot tested. The sample was selected from all departments offering graduate degrees in the United States. Among the many results, the data indicate that one book was required reading in more than half the classes and class size averaged about 19 students. A number of objectives were statedfor most classes, with understanding research, applying research to professional situations, critiquing the research literature, and planning research indicated most often. Quantitative design and analysis topics were emphasized more strongly than qualitative design and analysis topics. Professors indicated that more than half the class time was spent lecturing and most grades were based on exams, preparation of a research proposal, and regular assignments. The professors were relatively experienced, had a variety ofspecialty areas, and were reasonably productive researchers. The trends suggest that alternative research methodologies have not been quickly added to the research methods curriculum. 相似文献
28.
29.
30.