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121.
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The Development of Early Profiles of Temperament: Characterization,Continuity, and Etiology 下载免费PDF全文
Charles Beekman Jenae M. Neiderhiser Kristin A. Buss Eric Loken Ginger A. Moore Leslie D. Leve Jody M. Ganiban Daniel S. Shaw David Reiss 《Child development》2015,86(6):1794-1811
This study used a data‐driven, person‐centered approach to examine the characterization, continuity, and etiology of child temperament from infancy to toddlerhood. Data from 561 families who participated in an ongoing prospective adoption study, the Early Growth and Development Study, were used to estimate latent profiles of temperament at 9, 18, and 27 months. Results indicated that four profiles of temperament best fit the data at all three points of assessment. The characterization of profiles was stable over time, while membership in profiles changed across age. Facets of adoptive parent and birth mother personality were predictive of children's profile membership at each age, providing preliminary evidence for specific environmental and genetic influences on patterns of temperament development from infancy to toddlerhood. 相似文献
123.
Lindsay Taraban Daniel S. Shaw Leslie D. Leve Misaki N. Natsuaki Jody M. Ganiban David Reiss Jenae M. Neiderhiser 《Child development》2019,90(4):e468-e485
This study used a large (N = 519), longitudinal sample of adoptive families to test overreactive parenting as a mediator of associations between parental depressive symptoms and early childhood externalizing, and parents’ social support satisfaction as a moderator. Maternal parenting (18 months) mediated the association between maternal depressive symptoms (9 months) and child externalizing problems (27 months). Paternal parenting was not a significant mediator. Unexpectedly, we found a cross-over effect for the moderating role of social support satisfaction, such that partners’ social support satisfaction reduced the strength of the association between each parent's own depressive symptoms and overreactive parenting. Results point to the importance of accounting for broader family context in predicting early childhood parenting and child outcomes. 相似文献
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Joel D. Sherman 《Prospects》2008,38(3):305-323
Education for All has focused international attention on the goals of universal primary education and improved education quality.
However, national indicators related to these goals often mask significant differences among demographic and social groups,
as well as among geographical regions within countries. This paper, based on a study commissioned by UNESCO’s Global Monitoring
Report team, examines within-country (regional) disparities in participation in primary education in between 55 and 60 countries
in sub-Saharan Africa, Asia and the Pacific, Latin America and the Arab States. After reviewing the methodology used in the
analysis, the paper compares countries’ disparities in net enrolment rates before and after the Dakar Framework was established
in 2000, changes over the pre- to post-Dakar period and a comparison of net enrolment rates with pupil-teacher ratios—one
of the standard measures of education quality. Overall, the analysis finds significant differences in the magnitude of regional
disparities in primary participation across the countries, with the smallest disparities in Latin America and the largest
in sub-Saharan Africa. While just over half the countries with both pre- and post-Dakar data showed improvements over the
period, there was little change in countries’ rankings on the disparities measures over this period. 相似文献
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This article describes a study about a service learning project at a small undergraduate university. We examined how professors
and students became involved in service learning through course work and related activities. This study sought to find out
why participation in service learning is low in post-secondary education science and mathematics courses. Participants described
challenges to participation as well as benefits which, if emphasized, may allow for some growth in participation by science
degree students. 相似文献
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Taylor C. Sherman 《History of education》2018,47(4):504-520
After independence India’s leaders committed the country to democracy with universal franchise and to pursuing a socialistic pattern of society. As part of these interlocking projects, it was widely recognised that India’s educational systems needed reform. However, with scarce resources, Indian policy-makers faced the dilemma of whether to improve the existing system, which served a narrow, urban elite, or expand it to the entire population, as the Constitution promised they would. This overview of education policy in the first two decades after 1947 finds that, at the centre, Indian planning did not monopolise control over education. Rather, India’s was a socialism of scarcity, which relied on self-help efforts by the people to build the institutions of the welfare state. However, by relying on communities to use their own resources to build local schools, this DIY socialism entrenched existing inequalities. 相似文献
130.
The goal of a creating civil discourse in teacher education deeply intersects with the ways that students interact in online discussions. However, as discussion shifts to online formats, digital misinformation is becoming widespread and threatens critical and civil communication as cognitive biases emerge in dialogue. The purpose of this case study research was to explore the participants' perceptions of growth and pitfalls while using the six essential elements of an online discussion typology developed as a pedagogical intervention to increase critical thinking and civility in discourse. The findings suggested that participants' responses in online discussions implied some cognitive biases and those participants engaged most often in discussions that were safe, comfortable, and familiar. Nevertheless, in their metacognitive reflections on the typology, participants demonstrated awareness of how these tendencies toward cognitive comfort shortchanged discussions and potential opportunities to develop new perspectives. 相似文献