全文获取类型
收费全文 | 506篇 |
免费 | 8篇 |
国内免费 | 1篇 |
专业分类
教育 | 410篇 |
科学研究 | 9篇 |
各国文化 | 3篇 |
体育 | 20篇 |
文化理论 | 2篇 |
信息传播 | 71篇 |
出版年
2021年 | 3篇 |
2020年 | 9篇 |
2019年 | 18篇 |
2018年 | 19篇 |
2017年 | 10篇 |
2016年 | 12篇 |
2015年 | 9篇 |
2014年 | 16篇 |
2013年 | 130篇 |
2012年 | 8篇 |
2011年 | 16篇 |
2010年 | 15篇 |
2009年 | 11篇 |
2008年 | 11篇 |
2007年 | 10篇 |
2006年 | 8篇 |
2005年 | 11篇 |
2004年 | 9篇 |
2003年 | 12篇 |
2002年 | 10篇 |
2001年 | 5篇 |
2000年 | 7篇 |
1999年 | 9篇 |
1998年 | 4篇 |
1997年 | 6篇 |
1996年 | 7篇 |
1995年 | 10篇 |
1993年 | 9篇 |
1992年 | 7篇 |
1991年 | 4篇 |
1990年 | 3篇 |
1989年 | 7篇 |
1988年 | 4篇 |
1987年 | 5篇 |
1986年 | 3篇 |
1985年 | 3篇 |
1984年 | 7篇 |
1983年 | 4篇 |
1982年 | 3篇 |
1981年 | 4篇 |
1980年 | 4篇 |
1979年 | 11篇 |
1978年 | 6篇 |
1975年 | 6篇 |
1974年 | 5篇 |
1973年 | 3篇 |
1971年 | 3篇 |
1969年 | 3篇 |
1968年 | 2篇 |
1966年 | 3篇 |
排序方式: 共有515条查询结果,搜索用时 0 毫秒
61.
Peter R. Jones Jodi Levine Laufgraben Nancy Morris 《Assessment & Evaluation in Higher Education》2006,31(3):249-265
Learning communities (LC) seek to strengthen and enrich students’ connections to each other, their teachers, and the subject matter they are studying. Their success depends on the nature of the learning community program, the learning styles of the students who participate and the reasons why students entered the program. This study uses a combination of factor and cluster analysis to develop a typology of student experiences that is used to examine the efficacy of the Learning Community program at Temple University, Philadelphia. The findings identify distinctive types of learning community experience and show that not all types match well with all students. The study questions the common assumption that learning communities are always helpful to student learning and development, and cautions against the belief that benefits will inevitably accrue. The variation in the value and impact on students of this long‐standing learning community program suggests that the evaluative burden of proof is for administrators to clearly demonstrate and not assume a uniformly positive impact of learning communities. 相似文献
62.
63.
Weinstein B Levine M Kogan N Harkavy-Friedman J Miller JM 《Child abuse & neglect》2000,24(10):1317-1328
OBJECTIVE: The purpose of this study was to provide systematic data on the experiences of mental health professionals (e.g., psychiatrists, psychologists, and social workers) who reported cases of suspected child abuse and maltreatment concerning their clients. METHOD: Mail surveys were completed by 258 mental health professionals known to have reported a case of suspected child abuse and maltreatment to the New York State Central Register (NYSCR) in 1993. Subjects were asked to complete a survey describing their experience with making reports, referring to a specific case they reported. RESULTS: About 40% did not inform the client about the limits of confidentiality until reportable material came up. Most clinicians reported that informing clients about the limits of confidentiality did not deter them from entering treatment. Many clinicians learned about abuse/maltreatment after approximately 3 months into therapy. Even very experienced clinicians usually consulted with others before making the report. Clinicians most typically informed the client about the report directly and before it was made, but did not call the NYSCR in the presence of the client. Following the report, most clinicians performed additional activities such as calling clients and scheduling additional sessions. When clients evidenced resistance to continuing therapy, it usually dissipated after a brief period of time. In over 72% of the cases, making the report did not disrupt the relationship and in many instances it was helpful in the therapeutic process; about 27% were continuously resistant or terminated therapy shortly after the report was made. CONCLUSIONS: Implications for practice, training, program development, and research are discussed. 相似文献
64.
65.
Cara McClain Maureen Vandermaas-Peeler 《Journal of Adventure Education & Outdoor Learning》2016,16(1):31-48
This study examined the influence of spending time outdoors on young children’s physical and socioemotional development. We observed preschoolers’ activities in two naturally provisioned outdoor environments over the course of one year. Eleven preschoolers were videotaped continuously for 16 days at a local river and 9 days at a creek adjacent to the school. In addition to the quantitative analyses of children’s behaviors, a case study of three children’s experiences over the course of the year was conducted. Both the river and the creek settings encouraged a multitude of physical and play behaviors with similar types of affordances, including flat surfaces for running, rocks for climbing and jumping off, and water for exploration and play, but the wilder environment (river) afforded more risk and personal challenges. Observations of children’s motor activities, play and responses to challenging environmental features supported the importance of accumulated experience and social context for the development of confidence in the face of risk, individual exploration and positive social support and engagement with peers. 相似文献
66.
67.
This study examined the relationship between paternal roles, regardless of residence, and the well-being of 175 3-year-old children from low income, African American families. There were no differences in children's cognition, receptive language, behavior, or home environment related to father presence. Fathers (or father figures) were identified in 73% of the families, and 64% participated in an interview and videotaped observation. The relationships between paternal roles (parenting satisfaction, economic support, nurturance during play, child care, and household responsibilities) and children's cognitive skills, receptive language, behavior, and home environment were examined. After controlling for maternal age, education, and parenting satisfaction, there were significant relationships between paternal roles and each index of children's well-being, suggesting that fathers' contributions were unique. Fathers who were satisfied with parenting, contributed financially to the family, and were nurturant during play had children with better cognitive and language competence; fathers who were satisfied with parenting and employed, had children with fewer behavior problems; and when fathers were living with the child, the home was more child-centered. Neither the biological relationship of the father nor the parents' marital status entered into the models. These findings support ecological theories linking paternal involvement with children's well-being and argue for the institution of family-oriented policies that promote positive father involvement. 相似文献
68.
This study investigated reasons for the omission of the torso typical in most young children's drawings of the human figure. Do they have an incomplete mental image of the human figure; if so will the torso be omitted from a manikin task too? As the head is normally drawn first, is the torso simply forgotten; if so will children include it if they are asked to draw the torso first? Eighty tadpole‐drawers (aged between 2 years 7 months and 5 years) were randomly allocated to a drawing or a manikin condition; they were further subdivided into a head‐first or torso‐first condition. Significantly more children produced a conventional figure when they constructed a manikin compared with those who were asked to draw; the order of body parts (head‐first vs torso‐first) had no significant effect. These results suggest that young children omit the torso from their human figures because they have yet to devise a way of drawing it, perhaps because it is a relatively unimportant item; there is little evidence that they have simply forgotten it or that their mental model for the human figure is incomplete. 相似文献
69.
Information framing was investigated as a classroom management technique for academic task completion. Framing effect refers to the finding that people's choices are affected by how pre‐decisional information is framed (Tversky & Kahneman, 1984). In five 3rd and 4th Grade classrooms, teachers observed task completion rates of their students under five different framing conditions: unframed instruction; positively framed instruction with (a) group and (b) individual consequence; negatively framed instruction with (a) group and (b) individual consequence. Task completion rates were significantly greater under all framed instruction conditions than unframed, with effect sizes ranging from 0.21 to 0.32 and much greater at the class level. Improvement rates corresponding to effect sizes ranged from 20% to 70% at the class level, showing the usefulness of framing instructional directives. 相似文献
70.
Maureen J. Reed Deborah J. Kennett Tanya Lewis Eunice Lund‐Lucas Carolyn Stallberg Inez L. Newbold 《高等教育研究与发展》2009,28(4):385-400
Little is known about the relative effects of post‐secondary learning services for students with learning disabilities. We compared outcomes for students with learning disabilities who selected to: (1) take an academic learning success course (course‐intervention), (2) have regular individual interventions (high‐intervention) or (3) use services only as needed (low‐intervention). Pre‐ and post‐test comparisons revealed improvements in academic self‐efficacy and academic resourcefulness for students in the course‐ and high‐intervention groups. The course‐intervention group also showed decreases in their failure attributions to bad luck and increases in their general repertoire of learned resourcefulness skills in comparison to the high‐intervention group and had significantly higher year‐end GPAs in comparison to the low‐intervention group. Here we find positive outcomes for students with learning disabilities taking a course that teaches post‐secondary learning and academic skills. 相似文献