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71.
72.
Elizabeth Nye Frances Gardner Lorraine Hansford Vanessa Edwards Rachel Hayes Tamsin Ford 《Emotional and Behavioural Difficulties》2016,21(1):43-60
Children identified with special educational needs (SEN) and behavioural difficulties present extra challenges to educators and require additional supports in school. This paper presents views from special educational needs coordinators (SENCos) on various strategies used by educators to support children identified with SEN and problematic behaviours. The data were collected from telephone interviews with six SENCos from the UK’s South West Peninsula. The SENCos were invited to participate because their school was participating in a cluster-randomised trial of a teacher classroom management course (Incredible Years). Using thematic analysis to analyse the data, this paper illustrates strategies deemed by SENCos to be successful in the support of children identified with SEN. The management strategies generated by participating SENCos were then mapped onto those taught as part of the classroom management course for comparison. Findings indicate that strategies from the training programme appear to be appropriate for children identified with both SEN and behavioural difficulties. 相似文献
73.
Toni Stokes Jones 《TechTrends》2002,46(2):11-14
Summary Mentoring appears to help African-American students taking educational media and technology classes to have more confidence
in their abilities to integrate technology. It has also provided them with an opportunity to express their concern about their
lack of technology skills and anxiety about teaching. Furthermore, they were able to speak to someone who cares about them
and who has also had similar concerns and anxieties. The fact that we were all African American facilitated communication
and trust between each of my students and me. However, since there is typically a scarcity of African-American faculties to
mentor them it is problematic to have same-race mentoring relationships for most African-American students at predominately
White academic institutions. Research suggests however, that African-American students feel that having an African-American
mentor is less important to them than having a mentor in their career field. With appropriate attitudes and the belief that
cultural diversity is an asset and not a deficit, faculty of other races can effectively mentor African-American students.
With this in mind coupled with the fact that research indicates that mentoring supports retention particularly for African-American
students, all faculties should consider mentoring African-American and other minority students. Mentoring enables faculty
to MEET their minority students where they are and move them forward. Remember to Model use of technology in the classroom,
Engage students in dialogue in and out of class, Embrace their anxiety and point our their successes, and Team students with
partners.
Her research interest focuses on factors that support or inhibit preservice and professional teachers from integrating technology. 相似文献
74.
OBJECTIVE: To examine (1) the prevalence, types, and severity of child abuse and neglect (CAN) and (2) the relationship between CAN and lifetime psychiatric disorders among American Indian women using primary care services. METHODS: A cross-sectional study was conducted among 234 American Indian women, age 18-45 who presented for outpatient ambulatory services at a community-based Indian Health Service Hospital in Albuquerque, New Mexico. Dependent measures included mood, substance abuse, and anxiety disorders as well as posttraumatic stress disorder (PTSD) as measured by the Composite International Diagnostic Interview. CAN was assessed using the Childhood Trauma Questionnaire. RESULTS: Approximately three-quarters of respondents (76.5%; 95% CI = 70.4, 81.7) reported some type of childhood abuse or neglect; over 40% reported exposure to severe maltreatment. Severity of child maltreatment was associated in a dose response manner with lifetime diagnosis of mental disorders. After adjusting for social and demographic correlates, severe child maltreatment was strongly associated with lifetime PTSD (prevalence ratio [PR] 3.9; 95% CI = 1.9, 8.0); and was moderately associated with lifetime substance use disorders (PR = 2.3; 95% CI = 1.6, 3.3); mood disorders (PR = 2.1; 95% CI 1.4, 3.2); and with two or more disorders (PR = 2.3; 95% CI = 1.6, 3.4). CONCLUSION: CAN was common in our sample of American Indian women in primary care and was positively associated with lifetime psychiatric disorders outcomes. Screening for CAN and psychiatric disorders would enhance the treatment of patients seeking primary care services. Primary prevention of child maltreatment might reduce the high prevalence of mental disorders among American Indian women. 相似文献
75.
Lorraine Wilgosh Janice T. Gibson 《International journal for the advancement of counseling》1994,17(1):59-70
This preliminary report examines the role of formal assessment in the counselling process from a cross-national perspective. Counsellors and counsellor-educators from twenty countries were surveyed to determine the extent to which they use formal assessment procedures in counselling and the types of assessment instruments being used. Results indicated that many, but not all, counsellors use assessment instruments. In non-North American countries, there is some tendency to use instruments developed in the North American context, with or without modifications to test content and norms. This preliminary study suggests a perceived need for development of culture-specific assessment tools, and the implications for counsellor training of developing counselling and assessment skills with cross-cultural relevance. 相似文献
76.
Patricia D. Stokes 《Learning & behavior》1995,23(2):164-176
Potential contributors to sustained levels of variability in the topography of the rat’s barpress were investigated in two experiments. Behavior was classified into discretely defined components, and changes in components and their sequential organization were analyzed. Experiment 1 showed that topographic variability in the rat is modulated by shifts in reinforcement schedules. Variability decreased between either dipper training or extinction and continuous reinforcement (CRF), and increased between CRF and extinction. Once the press was acquired, variability did not change if the schedule (CRF) did not change. Experiment 2 showed that, regardless of subsequent changes in topographic requirements, rats initially shaped to press under more stringent criteria sustained higher levels of variability during CRF, but not during extinction, than rats shaped with less stringent criteria. The results suggest that subjects learn not only what to do during reinforcement but also how differently or variably to do it. 相似文献
77.
Kushner L 《The Journal of perinatal education》2005,14(1):22-29
The author, who accomplished the majority of her work as a childbirth educator while based in Tampa, Florida, journals the experience of being an early pioneer in promoting Lamaze childbirth in the United States, beginning in the 1960s. Many aspects of her story are common to the stories of other childbirth educators who also pioneered the childbirth movement in the United States during the same time frame. This history is presented for its potential usefulness to those who continue to work to advance the Lamaze International goal of promoting normal birth. 相似文献
78.
Siegel, Allan, Hannah, and Crump (2009) demonstrated that cue interaction effects in human contingency judgments reflect processing that occurs after the acquisition
of information. This finding is in conflict with a broad class of theories. We present a new postacquisition model, the criterion-calibration
model, that describes cue interaction effects as involving shifts in a report criterion. The model accounts for the Siegel
et al. data and outperforms the only other postacquisition model of cue interaction, Stout and Miller’s (2007) SOCR model. We present new data from an experiment designed to evaluate a prediction of the two models regarding reciprocal
cue interaction effects. The new data provide further support for the criterion-calibration model. 相似文献
79.
The role of schools and physical education in promoting health, producing a ‘healthy nation’ and in tackling obesity has been increasingly recognised in recent years. In England this is evidenced by various policies, strategies and responses from government that have highlighted schools to be instrumental in addressing health broadly and obesity specifically. In addition, individual schools and teachers at the local level appear to be responding to the obesity issue in varied and different ways. However, we and other researchers feel that the discourse surrounding obesity and some of the reports, messages, policies and measures being taken to tackle it are misleading, misguided and could do more harm than good. At the same time, as physical educators committed to the health and development of young people, we feel unable to ignore the issue and compelled to act. We contend that ‘every child of every size matters’ and can benefit from regular engagement in physical education and physical activity and furthermore that, as a profession, we have a responsibility to provide all young people, of all sizes, with meaningful, relevant and positive physical education and physical activity experiences. Given this, we consider what role physical education can and should realistically, sensibly and safely play in addressing childhood overweight and obesity. Firstly, some of the key ‘facts’, issues and debates concerning obesity are explored and the way in which the issue appears to be being addressed in many schools is critiqued. We then briefly summarise some of the formal guidance and recommendations available to schools on obesity, before concluding with some practical recommendations to support physical education teachers in effectively engaging all children in physical activity both within and beyond physical education. 相似文献
80.