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Thomas M. Schwen Howard K. Kaiman Michael A. Evans 《Performance Improvement Quarterly》2006,19(2):5-26
This article introduces a strategic argument and examples, in subsequent articles in this special issue, about sociocultural research opportunities for HPT practitioners and scholars. The authors take the view that recent criticisms of Instructional Systems Design have merit when considered from an organizational performance point of view. We see the problem as historic overuse of one theoretical perspective at a microlevel of theory and application. We argue that adding recent sociocultural perspectives and expanding the levels of theory to include groups and complex organizational structures will offer an opportunity for more rigorous and diverse research agenda and create new insights for problem solving in practice. 相似文献
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Susan Rowland Deanne Gannaway Rhianna Pedwell Peter Adams Robyn Evans Hailey Bonner 《高等教育研究与发展》2020,39(2):318-331
ABSTRACTRecent focus on graduate employability has exposed the inadequacies of work preparation for science students, who need an employability toolkit to navigate the modern work landscape. An established mechanism to develop students’ employment awareness is Work Integrated Learning (WIL), but Australian mathematics and science students participate in fewer WIL activities than students in other disciplines. In this article, we present a conceptual discussion around the design of a non-traditional Bachelor of Science WIL program that transcends commonly held perceptions of WIL as primarily discipline-orientated and placement-based. This design dramatically expands the possibilities for WIL in science programs, enabling WIL participation for students unable to engage in a traditional science work placement. The program draws on and legitimises students’ experiences in diverse non-science, part-time workplaces and extra-curricular activities; we term this ‘transgressional learning’. Students engage in reflective and active learning opportunities designed to help them explore and articulate their skill sets in a manner that speaks to multiple future work settings. By drawing on students’ extant work experiences, the program explicitly supports students to foreground and expand on broad skill sets acquired in extra-curricular settings. This article suggests a new conceptual approach and a path forward for large-scale WIL delivery in generalist science degrees. It draws on the reflections of the project team and student participants to outline the goals and design ethos of the program and reflect on the legitimacy of this transgressional program as a science WIL offering. 相似文献
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This paper compares the 1972 Norms Edition of the Stanford-Binet Intelligence Scale, Form LM, and the Wechsler Intelligence Scale for Children, Revised (1974), from a practitioner's viewpoint The strengths and weaknesses of each instrument are explored in relation to (a) standardization data given in the manuals, (b) ease of administration and interpretation, (c) age-range limitations and finally, (d) the utility of both instruments as aids in prediction of academic success. 相似文献
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Children's Emotionality Moderates the Association Between Maternal Responsiveness and Allostatic Load: Investigation Into Differential Susceptibility 下载免费PDF全文
While emotionality is often thought of as a risk factor, differential susceptibility theory argues that emotionality reflects susceptibility to both positive and negative environmental influences. The present study explored whether emotional children might be more susceptible to the effects of both high and low maternal responsiveness on allostatic load, a physiological indicator of chronic stress. Participants were 226 mother and child dyads. Mothers reported on children's emotionality at child age 9. Maternal responsiveness was measured at age 13 using self‐reports and behavioral observation. Allostatic load was measured at age 13 and 17 using neuroendocrine, cardiovascular, and metabolic biomarkers. Emotionality was associated with higher allostatic load if self‐reported responsiveness was low, but with lower allostatic load, when self‐reported responsiveness was high. 相似文献
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The pervasive income-related achievement gap among children has been partially explained by parental investments. Wealthier parents provide more cognitively enriched environments (e.g., books, informal learning opportunities such as music lessons) and converse more with their children relative to low-income parents. However parental investment only partially accounts for the income-achievement gap. On average, low-income children have more difficulty regulating their emotions and behavior in comparison to their wealthier counterparts. Academic achievement is a function not only of cognitive competencies but also encompasses emotional and behavioral components that could also contribute to the income-achievement gap. In Study 1, family income among rural, White 9-year-olds is positively related to delay of gratification skill. This, in turn, accounts for subsequent, middle school grades at age 13. In Study 2, family income during early childhood (age 2 to Grade 3) in an ethnically diverse, national sample predicts cognitive development in 5th graders, controlling for prior levels of cognitive development at 15 months. This prospective, longitudinal relation is again mediated by delay of gratification skills. Evidence is also presented in Study 2 that the income → self-regulation → achievement path operates independently of parental investment. Analyses of both sets of data also include multiple indices of familial characteristics (e.g., maternal education, ethnicity, single-parent status). Early childhood poverty matters for later academic achievement but reasons encompass both cognitive and socioemotional processes. 相似文献