全文获取类型
收费全文 | 246篇 |
免费 | 12篇 |
专业分类
教育 | 209篇 |
科学研究 | 12篇 |
体育 | 6篇 |
文化理论 | 1篇 |
信息传播 | 30篇 |
出版年
2024年 | 1篇 |
2023年 | 3篇 |
2022年 | 10篇 |
2021年 | 9篇 |
2020年 | 14篇 |
2019年 | 12篇 |
2018年 | 20篇 |
2017年 | 20篇 |
2016年 | 19篇 |
2015年 | 10篇 |
2014年 | 11篇 |
2013年 | 48篇 |
2012年 | 7篇 |
2011年 | 13篇 |
2010年 | 7篇 |
2009年 | 7篇 |
2008年 | 12篇 |
2007年 | 3篇 |
2006年 | 2篇 |
2005年 | 5篇 |
2004年 | 2篇 |
2003年 | 4篇 |
2002年 | 1篇 |
2001年 | 3篇 |
2000年 | 2篇 |
1999年 | 3篇 |
1997年 | 1篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1994年 | 2篇 |
1993年 | 1篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1983年 | 1篇 |
排序方式: 共有258条查询结果,搜索用时 15 毫秒
81.
Kristina M. Decker Idia B. Thurston Kathryn H. Howell Amanda J. Hasselle Rebecca C. Kamody 《Parenting, science and practice》2021,21(1):1-23
SYNOPSIS Objective . Few studies have explored associations between strength-based factors and positive parenting among mothers experiencing adversity. Adopting a person-centered statistical approach, we examined how patterns of maternal strengths relate to positive parenting practices. Design . Participants were 188 female primary caregivers (71% African American) who experienced intimate partner violence and/or were living with HIV. Women were recruited from community organizations in the Mid-Southern United States and completed measures of adaptability, spirituality, ethnic identity, social support, parent-child communication, community cohesion, and parenting practices. Latent profile analysis was used to generate classes of individual (adaptability, spirituality, education), relational (family support, friend support, parent-child communication about Substance Abuse, Violence, and AIDS/HIV), and contextual (ethnic identity, community cohesion) factors, in line with the social-ecological model of resilience. Associations between the classes and positive parenting practices were examined. Results . Three classes emerged: (1) Low Individual, Relational, & Contextual (LIRC; n = 18); (2) Low SAVA Communication (LSC; n = 30); and (3) High Individual, Relational, & Contextual (HIRC; n = 140). Mothers in the LIRC class reported lower parental involvement and less positive parenting practices than those in the HIRC class. Conclusions . Mothers who endorse increased individual, relational, and contextual factors utilize more positive parenting practices. Optimal clinical approaches to enhance parenting should target supports at multiple levels. 相似文献
82.
83.
Kaplar Marija Radović Slaviša Veljković Kristina Simić-Muller Ksenija Marić Miroslav 《International Journal of Science and Mathematics Education》2022,20(2):411-433
International Journal of Science and Mathematics Education - The purpose of this study is to analyse the effects of the Interactive Learning Materials Triangle (iLMT) on the learning and knowledge... 相似文献
84.
Petersen Inger-Lise Vanja Lund Mariager-Anderson Kristina Patillon Thi-Van Bernaud Jean-Luc 《International Journal for Educational and Vocational Guidance》2022,22(2):511-529
International Journal for Educational and Vocational Guidance - For many young migrants and refugees, adapting to a new life in Denmark is a challenging process. They often find themselves... 相似文献
85.
Science & Education - The issue of trust in science has come to the fore in recent years. I focus on vaccines, first looking at what is known about trust in vaccines and then concentrating on... 相似文献
86.
Increasing numbers of students are applying to university with the International Certificate of Christian Education (ICCE), an alternative to mainstream qualifications based on a biblically-based, individualised curriculum called Accelerated Christian Education (ACE). No formal validity arguments exist for the ICCE, but it claims to prepare students for university entrance. This article assesses the validity of the ICCE by comparing the stated objectives in ACE workbooks with the activities on its tests. It is argued that many of the learning objectives are never tested at all. Those that are tested are frequently covered only superficially. The tests rely extensively on rote memorisation which fails to prove understanding of concepts, and ACE’s definitions of academic disciplines are often rather different from, and inferior to, the understandings of mainstream academia. It is concluded that, while students from alternative educational backgrounds should not be penalised, ICCE results cannot provide the robust evidence of academic achievement that universities are entitled to expect. 相似文献
87.
88.
89.
90.