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31.
OBJECTIVE: The aim of this study was to examine the impact of childhood sexual abuse (CSA) on clinical characteristics and premature termination of treatment in anorexia nervosa (AN). METHOD: The participants were 77 consecutive patients with AN admitted to an inpatient eating disorders unit. The patients were assessed in terms of eating disorder symptoms, general psychopathology, and CSA history at admission to hospital. RESULTS: Thirty-seven patients (48%) reported a history of CSA before the onset of the eating disorder. Individuals with a history of CSA reported significantly greater psychiatric comorbidity, including higher levels of depression and anxiety, lower self-esteem, more interpersonal problems, and more severe obsessive-compulsive symptoms. Patients with the binge-purge subtype of AN (AN-BP) were significantly more likely to report a history of CSA prior to the onset of the eating disorder as compared with patients with the restricting subtype (AN-R) of the illness (65% of the AN-BP patients vs. 37% of the AN-R patients; p<.02). Contrary to our predictions, abused patients were not significantly more likely to dropout of treatment overall. However, patients of the binge-purge subtype (AN-BP) with a history of CSA were significantly more likely to terminate treatment prematurely as compared with the other patients. CONCLUSIONS: Consistent with previous findings, the present results indicate that the prevalence of CSA is high among individuals seeking inpatient treatment for AN. A history of CSA was associated with greater psychiatric disturbance overall and a higher rate of dropout for patients of the binge-purge subtype. 相似文献
32.
Higher education institutions are facing major challenges requiring traditional leadership and administrative policies and practices to be rethought and renewed. These challenges concern the whole academic community but mostly the institutions’ administrative leaders. This article suggests how applying the democratic principles of “inclusion”, which stresses critical dialogue and social justice, can reach beyond the traditional managerial and administrative policies when meeting the new requirements; and be a catalyst for change in leadership practices. 相似文献
33.
The purpose of the present investigation was to identify the relationship among different indicators of uncertainty that lead to potential item misalignment. The item-based indicators included ratings of ambiguity and cognitive complexity. The student-based indicators included (a) frequency of cognitive monitoring per item, (b) levels of misinterpretation per item, and (c) levels of lack of confidence per item. Results indicate that item cognitive complexity was related to all student-based indicators even after controlling for students' performance on the item. Moreover, item ambiguity was related to levels of item misinterpretation but not to frequency of student cognitive monitoring or lack of confidence. The implications of these conclusions for identifying item misalignment are discussed in light of construct-relevant and construct-irrelevant sources of ambiguity. 相似文献
34.
AbstractPublic Management and Public Administration are important professions for an emerging democracy such as South Africa. They operate as the interface between state and public and are responsible for enacting many of the government's policies and social initiatives. Concerns about a lack of capacity in the sector suggest that those in these roles may be unable to meet the demands of the workplace. This article reports on a study that responded to calls for the curriculum to address such concerns by interrogating the knowledge structures of Public Management and Public Administration programmes in higher education. Interviews, textbooks and course guides were analysed to illuminate the forms of knowledge being legitimated in curricula. The study found that the focus on knowledge, skills and processes might be at the expense of a focus on the development of particular attributes or dispositions in the knowers. Furthermore, the knowledge level focus was limited in that it was highly contextualised and “light” on theory, raising questions about the acquisition of powerful knowledge needed for good governance and critical engagement in the public sector. The study recommends that both programmes include more conceptual knowledge; exposure to critical powerful forms of knowledge; and the development of particular attributes and dispositions. 相似文献
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Jacqueline L. Tilley Stanley J. Huey Jr. JoAnn M. Farver Mark H.C. Lai Crystal X. Wang 《Child development》2021,92(2):502-516
This meta-analysis synthesizes the empirical data on problem behaviors among foreign- (G1) and U.S-born (G2+) youth and explores the effects of immigrant status on youth internalizing and externalizing problems. A random effects meta-regression with robust variance estimates summarized effect sizes for internalizing and externalizing problems across 91 studies (N = 179,315, Mage = 13.98). Results indicated that G1 youth reported significantly more internalizing problems (g = .06), and fewer externalizing problems than G2+ youth (g = −.06). Gender and sample type moderated the effects. The findings provide a first-step toward reconciling mixed support for the immigrant paradox by identifying for whom and under what conditions the immigrant experience serves as a risk or protective factor for youth. 相似文献
37.
Ron Toomey Corresponding author Judith Chapman Janet Gaff Jacqueline McGilp Maureen Walsh Elizabeth Warren 《Asia-Pacific Journal of Teacher Education》2005,33(1):23-34
This paper reports the findings of a project—‘Lifelong learning and teacher education’—undertaken by the Centre for Lifelong Learning, Australian Catholic University, under the auspices of the Australian Commonwealth Department of Education, Science and Training. The study was designed to investigate the operationalization of lifelong learning in Australian teacher education. The study revealed that there is a range of existing, innovative practices regarding partnerships between schools and higher and further education that are in keeping with emerging ideas about lifelong learning. Moreover, some of these take the form of collaborative action research projects focused on improving the learning occurring in the partnership schools. This paper describes some current approaches in Australia to collaborative action research by teacher educators' and their partnership schools and shows how they contribute to lifelong learning. The approaches are then analyzed to suggest ways of advancing lifelong learning within Australian Education Faculties thus helping to make lifelong learning more of a reality for all. 相似文献
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Jacqueline Watson 《Cambridge Journal of Education》2001,31(2):205-219
The Office for Standards in Education (OFSTED) continues to judge schools in England and Wales to be generally unsuccessful in providing opportunities to pupils and students for spiritual development. This article reports on a study of OFSTED inspection reports for Norfolk state secondary schools. The study aimed to understand what was going wrong with spiritual development and how things might be improved. The study noted OFSTED's guidance to its inspectors on spiritual development, but then audited inspectors' assessments of spiritual development as they saw it in the field. After a close analysis of the reports the study concluded that inconsistencies in inspectors' reporting, particularly of spirituality across the broader curriculum, meant that both the mechanisms for assessment and for raising standards were not clear. The article discusses possible reasons for that lack of clarity and suggests that increased dialogue between inspectors and teachers might help raise standards in this area. 相似文献
40.