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71.
72.
Wendy C. Budin Leon Gross Judith A. Lothian Jeanne Mendelson 《The Journal of perinatal education》2014,23(2):65-78
Content validity of certification examinations is demonstrated over time with comprehensive job analyses conducted and analyzed by experts, with data gathered from stakeholders. In November 2011, the Lamaze International Certification Council conducted a job analysis update of the 2002 job analysis survey. This article presents the background, methodology, and findings of the job analysis. Changes in the test blueprint based on these findings are presented. 相似文献
73.
Boris Gauss Leon Urbas 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(4):499-509
In this article, we report the design and evaluation of a prototype for learning modules compliant to the SCORM standard. This prototype is especially developed for the subject matter of process systems engineering and features a novel process control display for the navigation between Sharable Content Objects. In a controlled field study, N=18 undergraduate students interacted with the module for a period of 40 minutes. The relations between individual differences in learner characteristics, navigation, and learning outcome were considered. Interaction with the module had a strong positive effect on learning outcome. Individual differences in learning outcome were significantly affected by individual differences in intrinsic motivation, computer experience and navigation behaviour. 相似文献
74.
Robert E. Wubbolding John Brickell Lothar Imhof Rose In-za Kim Leon Lojk Basheer Al-Rashidi 《International journal for the advancement of counseling》2004,26(3):219-228
Based on universal principles, reality therapy is practiced and taught in many cultures and countries. The underlying theoretical basis, choice theory, states that all human beings are motivated by five current genetic instructions: survival or self-preservation, belonging, power or achievement, freedom or independence, fun or enjoyment. The effective reality therapist learns to adapt the methodology to individuals and groups from many cultures. The delivery system employs specific tools for helping clients identify and clarify their wants and desires, their hopes and their dreams. Clients are led to examine specific actions, cognition, and feelings which are seen in reality therapy as behaviors chosen to impact the external world of clients for the purpose of satisfying their needs. The cornerstone in the practice of reality therapy is the self-evaluation by clients. Counselors ask clients to examine the effectiveness of their choices especially as they impact their relationships with people important to them. Clients also examine the attainability of their wants, as well as their degree of commitment in attaining their wants. Included in the process is realistic planning for need satisfaction especially for enhancing the clients' interpersonal relationships. Multiethnic research has shown the multicultural efficacy of reality therapy. 相似文献
75.
Jennifer M. Gore 《Cambridge Journal of Education》1997,27(2):211-221
While philosophical scholarship and empirical research are frequently presented as discrete activities, I argue that both are essential to a project such as developing a theory of pedagogy. Functions and limits of philosophical work are outlined as background to my argument for systematic data gathering about the operation of power in pedagogy. Drawing upon work which is primarily philosophical in character from both radical pedagogy literature and Foucaultian literature, an empirical study is outlined. Examples are presented which demonstrate the benefits to be gained from employing both types of intellectual activity. 相似文献
76.
Bringing together groups of preschoolers with older people is a concept that is gaining in popularity. Commonly referred to asintergenerational, these experiences — when carefully planned — have been shown to provide children with positive experiences. More specifically, the National Council on Aging defines intergenerational programs as planned activities that increase cooperation and exchange between any two generations for their mutual benefit.I never seen my great grandpa — I seen some old people in Minnesota.Brandon, age fourAlfred James is Assistant Professor of Early Childhood Education, Department of Education, Washburn University, Topeka, KS. Kathy Leon is Director of Menninger Child Care Center, Menninger, Topeka, KS. 相似文献
77.
Leon Eisenberg M.D. 《Annals of dyslexia》1979,29(1):39-55
Conclusion My emphasis on linguistic factors and sense of competence as exciting areas for clinical research reflects personal interest
and in no way is intended to demean paradigms based on information processing or hemispheric specialization, which are equally
promising models. Indeed, I would hope a number of models would be pursued in parallel, best of all in the same patients so
that we might better establish whether they cluster together or identify diverse groups. There will, of course, be practical
limits, both to the competence of any team of examiners and to the durability of any group of subjects in tolerating extended
test sessions. In my view, the most meaningful research will be tied to clinical trials of the remedial methods suggested
by research findings, first in the hope of benefitting the child, second in order to provide a further test of hypotheses.
There is no other way of beginning the task of developing new linguistic and psychological assessment tools than by exploring
their utility with clinical and control groups. But once reliable and valid methods are at hand, it is essential that they
be employed epidemiologically and longitudinally on stratified samples of a school population reappraised at appropriate intervals.
Referred patients and cross-sectional studies simply will not suffice to provide a valid analysis of the distribution of reading
problems, of their natural history, and of their response to remediation. It is high time that we began to think in these
terms and to pool efforts to make such studies possible.
Presented at the 29th Annual Conference of the Orton Society, Minneapolis, November 1978. 相似文献
78.
Thirsty Sprague-Dawley rats drank flavored water in a wind tunnel prior to lithium-induced toxicosis. Flavors were presented for 5 min; 30 min later a toxin, lithium chloride, was injected. After the rats had recovered, subsequent aversions to the taste and the odor were assessed separately. In Experiment 1, extensive preexposure to the taste component of the flavor attenuated neophobia to the flavor and the subsequent taste aversion. However, the subsequent odor aversion was unaffected. Experiment 2 partially replicated the results of Experiment 1 and showed that, in a situation in which only taste-potentiated odor aversions are usually found, nonpotentiated aversions were evident. Experiment 3 found that, in addition to attenuating taste aversions, taste preexposure enhances the capacity of rats to learn nonpotentiated odor aversions. The results are interpreted with a neural-based model of conditioned flavor aversions. 相似文献
79.
This study examined the role of social support in moderating the relationship between psychological distress and willingness to seek psychological help in 158 Black and Latino college students from a large, predominantly White university. The authors found that a social support network served as a significant moderator for Black college students but not for their Latino counterparts. Implications of the findings are presented. 相似文献
80.