全文获取类型
收费全文 | 211篇 |
免费 | 3篇 |
专业分类
教育 | 182篇 |
科学研究 | 3篇 |
体育 | 8篇 |
文化理论 | 1篇 |
信息传播 | 20篇 |
出版年
2022年 | 4篇 |
2021年 | 2篇 |
2020年 | 5篇 |
2019年 | 7篇 |
2018年 | 5篇 |
2017年 | 6篇 |
2016年 | 2篇 |
2015年 | 3篇 |
2014年 | 4篇 |
2013年 | 50篇 |
2012年 | 6篇 |
2011年 | 11篇 |
2010年 | 7篇 |
2009年 | 1篇 |
2008年 | 5篇 |
2007年 | 8篇 |
2006年 | 5篇 |
2004年 | 7篇 |
2003年 | 3篇 |
2002年 | 3篇 |
2001年 | 1篇 |
2000年 | 3篇 |
1999年 | 16篇 |
1998年 | 2篇 |
1997年 | 2篇 |
1996年 | 3篇 |
1995年 | 5篇 |
1994年 | 4篇 |
1993年 | 6篇 |
1992年 | 6篇 |
1989年 | 3篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1985年 | 1篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1981年 | 1篇 |
1978年 | 3篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1971年 | 1篇 |
1969年 | 1篇 |
1963年 | 1篇 |
1840年 | 2篇 |
排序方式: 共有214条查询结果,搜索用时 15 毫秒
31.
32.
Lewis O Sargent J Chaffin M Friedrich WN Cunningham N Cantor P Sumner Coffey P Villani S Beard PR Clifft MA Greenspun D;Network Child Abuse Prevention Treatment Program Open Society Institute Soros Foundations Network Children's Mental Health Alliance 《Child abuse & neglect》2004,28(1):93-111
PROBLEM: After the Soviet Union dissolved in 1989, it became apparent that there was little recognition of the problems of child abuse and neglect, professionally, legally, or societally. There were no effective systems or laws in place to deal with these problems. METHOD: Beginning in 1995 the Children's Mental Health Alliance, in conjunction with the Open Society Institute began conducting trainings in Eastern Europe [Journal of the American Academy of Child Adolescent Psychiatry 39 (2000) 660]. Originally 18 countries from the Baltics to the Balkans participated. A program was elaborated which would proceed in several stages: (1) training mental health professionals to deal with child abuse and neglect (CAN); (2) teaching multidisciplinary team work and fostering the development of multidisciplinary NGOs focused on CAN; (3) promoting the self-sufficiency of these NGO's which would then facilitate social and legal reform and increase public awareness of the problem. Specific methods included multi-national trainings, assignment of mentors to the developing teams who maintained weekly contact with the teams and made yearly site visits to their countries, and overseeing project grants from OSI. RESULTS: NGO's had been established and registered in 11 countries, many establishing a network of programs within their countries. By 2000, over 3800 mental health professional had been trained, either directly by the program or by the trainees of the program. By the end of 2000, over 17,000 other professionals (lawyers, police, judges, educators, other physicians, etc.) had been trained by the network. CONCLUSION: While more work needs to be in this region, the teams in 11 countries have made solid starts. 相似文献
33.
Marian Tuedor Fabia Franco Anthony White Serengul Smith Ray Adams 《International Journal of Disability, Development & Education》2019,66(1):19-35
Multimedia computer programmes have been found to facilitate learning in children with Autistic Spectrum Disorders (ASD). However, the effectiveness of these resources is limited due to poor design or a lack of consideration of the ASD cognitive profile, particularly at the lower functioning end of the spectrum. This article attempts to tackle the problem of the lack of design guidelines, with the aim of facilitating the development of effective educational programmes for children with severe ASD. The case study reported here evaluated two literacy educational computer programmes, by observing five low-functioning children with ASD, compared to five neurotypical children (control cases). The two types of reading-support software contrasted in the study presented different characteristics. The children’s data analysed here concern observations of child–software interactive sessions based on video recordings and coded for attention deployment to each programme, including motivation and engagement indicators. 相似文献
34.
Wei-Chen Hung Thomas J. Smith Marian S. Harris James Lockard 《Educational technology research and development : ETR & D》2010,58(1):61-80
This study adopted design and development research methodology (Richey & Klein, Design and development research: Methods, strategies, and issues, 2007) to systematically investigate the process of applying instructional design principles, human–computer interaction, and software
engineering to a performance support system (PSS) for behavior management in a classroom. The purpose was to examine how a
proposed instructional design framework based on Ausubel’s (The psychology of meaningful verbal learning, 1963) advance organizer theoretical approach could be used to address inherent problems of technically driven PSSs. Development
data were collected from a six-phase participatory rapid prototyping process using both qualitative and quantitative methods.
Findings indicated that (a) the advance organizer concept combined with a matrix design metaphor provided an effective way
to illustrate conceptual connections and relations among PSS modules and their elaborated information, (b) the system served
as a reference to support participants for exchanging ideas with other teachers as well as with parents of students, and (c)
the rapid prototyping process established parameters that helped the project team maintain a focus on users and collect data
useful for advancing to a higher phase of system development. Potential drawbacks pertaining to the proposed design strategies
and their possible corrective actions are also reported and discussed. 相似文献
35.
Marian Reiff Meeta Kumar Batsirai Bvunzawabaya Soumya Madabhushi Alaina Spiegel Benjamin Bolnick 《Journal of College Student Psychotherapy》2019,33(2):107-130
Addressing the need for suicide prevention on campus, I CARE training, developed and facilitated by counseling center clinicians, trains students, staff, and faculty to provide support to students experiencing distress or mental health problems. We assessed its impact using a mixed-methods approach. Quantitative analyses demonstrated significant increases in knowledge of intervention skills and readiness to intervene from pretraining to posttraining. Knowledge and readiness remained significantly higher than preworkshop for the entire follow-up evaluation period, extending 15 months posttraining. Qualitative analyses revealed the value of experiential activities and emotional processing in increasing participants’ comfort and preparedness to intervene in challenging situations. 相似文献
36.
Gender Differences in Child Aggression: Relations With Gender‐Differentiated Parenting and Parents’ Gender‐Role Stereotypes
下载免费PDF全文
![点击此处可从《Child development》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Joyce J. Endendijk Marleen G. Groeneveld Lotte D. van der Pol Sheila R. van Berkel Elizabeth T. Hallers‐Haalboom Marian J. Bakermans‐Kranenburg Judi Mesman 《Child development》2017,88(1):299-316
This longitudinal study examines the association between child gender and child aggression via parents’ physical control, moderated by parents’ gender‐role stereotypes in a sample of 299 two‐parent families with a 3‐year‐old child in the Netherlands. Fathers with strong stereotypical gender‐role attitudes and mothers were observed to use more physical control strategies with boys than with girls, whereas fathers with strong counterstereotypical attitudes toward gender roles used more physical control with girls than with boys. Moreover, when fathers had strong attitudes toward gender roles (stereotypical or counterstereotypical), their differential treatment of boys and girls completely accounted for the gender differences in children's aggressive behavior a year later. Mothers’ gender‐differentiated parenting practices were unrelated to gender differences in child aggression. 相似文献
37.
Marian C. Fish Dalia R. Gefen Walter Kaczetow Greta Winograd Rachel Futtersak-Goldberg 《Innovative Higher Education》2016,41(2):153-165
One of the essential factors related to student success and satisfaction with a higher education experience is the college environment in which learning takes place. The purpose of this study was to develop a scale, the College Campus Environment Scale (CCES), to measure characteristics of college campus environments valued by students. A model emerged with the following six factors: Academic and Career Expectations, Athletics, Health, Role Models and Mentors, Safety, and Social and Extracurricular Activities. The CCES demonstrates good evidence of reliability and validity and can be utilized by researchers and college personnel to promote positive college experiences for students. 相似文献
38.
39.
40.
This article examines the stories of 24 social sciences doctoral students in three universities, one in Canada and two in the UK, who experienced challenging roads to completion. While their stories confirm earlier findings, they also provide insight into how students' agency and personal networks of relationships may be critical, both as resources and constraints. We argue that these ‘untold stories’ of student agency coupled with supervisor narratives of students ‘not measuring up’ can contribute to a culture of institutional neglect. Pedagogies emphasizing an ethic of care and relational rather than regulatory practices are essential if these conditions are to change. 相似文献