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111.
Maternal compliance and noncompliance to child requests, thought to represent an autonomy-granting aspect of socialization, were studied in 24 well mothers and 26 mothers with a history of depression and their 5-year-old children. Mothers continued to retain substantially more power than children in the control process. There were no differences between normal and depressed mothers in the extent to which they granted or denied their children's requests, but the determinants of maternal autonomy granting differed in the 2 groups. Depressed, but not well, mothers' responses to child requests could be predicted from their self-reported mood prior to the interaction and from the concurrent child's behavior. Depressed mothers who reported negative mood and whose children were uncooperative most often denied their requests. Depressed mothers' noncompliance to their children's requests was determined by the quantity rather than quality of their children's behavior: they did not discriminate between skillful and unskillful forms of the children's autonomy expressions. 相似文献
112.
Clarita de Leon‐Carillo 《Asia-Pacific Journal of Teacher Education》2007,35(2):197-217
Premised on the belief that students who enter teacher education programs bring with them a schema of teaching which serves as reference points for understanding new experiences, this study explored Filipino pre‐service teachers' preconceptions on teacher roles through a metaphorical lens, with 125 sophomore and junior students from a comprehensive university in the Philippines as its subjects. Data came from actual drawings and written explanations, which were done by the subjects to represent their ideas on what a teacher is. Each subject was allowed time to show his/her work to a group and to discuss it orally. The metaphoric images were listed, tallied, analysed and categorised to show meaningful patterns and themes. Results showed that preconceptions converged into five clusters: knowledge source, direction‐setter, character formatter, change agent and learner. Metaphors used were predominantly instructivist or teacher‐centered, with some emerging constructivist or learner‐centered leanings. The study offered possible explanations for these preconceptions, and their implications on teacher education programs. 相似文献
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114.
Leon C. Smith 《广播与电子媒介杂志》2013,57(1):107-112
Banning alcoholic beverage commercials would be ineffectual and counterproductive; tightened restrictions and increased prevention information offer more promising approaches for addressing drinking problems. 相似文献
115.
A. Leon Pines 《Roeper Review》2013,35(3):26-31
Teachers need to know the psychology of meaningful learning to understand how gifted children learn. 相似文献
116.
Dr. Leon E. Smith 《Research quarterly for exercise and sport》2013,84(1):191-197
Abstract Forearm flexion strength of 65 college men was measured at two distances from the elbow at each of three angles of the forearm. The speed of forearm flexion movement was measured through an arc of 85°. Ebel intraclass reliabilities for strength and speed were high, i.e., .95 to .99. The extremely low correlations between limb strength and speed of movement, which ranged from —.06 to .14, are in agreement with the majority of the low correlations reported in earlier studies. The findings of this study support the theory of specificity in that individual differences in the speed of a limb involving a single joint are predominantly independent of strength measures associated with that limb and joint. 相似文献
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Leon H. Spotts Conference Secretary 《Journal of Jewish Education》2013,79(4):41-52
The challenge to the smaller community Jewish school in the 1990's is that it will be the object of increased expectations and at the same time less able to employ the educational professionals traditionally associated with quality Jewish education. The shape of the challenge is already apparent. Many communities are already experiencing the social trends in which the challenge is created. 相似文献
119.
Jo Haynes Leon Tikly Chamion Caballero 《British Journal of Sociology of Education》2006,27(5):569-583
Pupils of White and Black Caribbean descent make up the largest category of mixed heritage pupils in the United Kingdom. As a group they are at risk of underachieving and are proportionally over‐represented in school exclusions. Yet little is known to date about the barriers to their achievement. The common‐sense explanation for their underachievement is often in relation to the perception that mixed‐heritage people are more likely to have ‘identity problems’ and low self‐esteem because of their mixed backgrounds. In some cases, this view is further compounded by low teacher expectations associated with the socio‐economic background and household structure of some mixed heritage pupils. By drawing on qualitative data from recent research, 1 this article will explore the barriers to achievement faced by White/Black Caribbean pupils in English schools. We argue that although White/Black Caribbean pupils are likely to experience a similar set of barriers to achievement as Black Caribbean pupils, there are important distinctions to be made. The specific barriers to achievement identified for White/Black Caribbean pupils derive from socio‐economic disadvantage, low teacher expectation linked to misunderstandings of mixed heritage identities and backgrounds, and the behavioural issues and attitudes towards achievement linked to peer group pressures. 相似文献
120.