全文获取类型
收费全文 | 268篇 |
免费 | 10篇 |
专业分类
教育 | 199篇 |
科学研究 | 21篇 |
各国文化 | 4篇 |
体育 | 24篇 |
文化理论 | 3篇 |
信息传播 | 27篇 |
出版年
2022年 | 2篇 |
2021年 | 2篇 |
2020年 | 5篇 |
2019年 | 12篇 |
2018年 | 15篇 |
2017年 | 8篇 |
2016年 | 7篇 |
2015年 | 10篇 |
2014年 | 8篇 |
2013年 | 54篇 |
2012年 | 6篇 |
2011年 | 5篇 |
2010年 | 8篇 |
2009年 | 5篇 |
2008年 | 10篇 |
2007年 | 7篇 |
2006年 | 8篇 |
2005年 | 6篇 |
2004年 | 6篇 |
2003年 | 7篇 |
2002年 | 4篇 |
2000年 | 4篇 |
1999年 | 3篇 |
1998年 | 4篇 |
1997年 | 3篇 |
1996年 | 6篇 |
1995年 | 1篇 |
1994年 | 2篇 |
1993年 | 4篇 |
1992年 | 3篇 |
1991年 | 5篇 |
1990年 | 3篇 |
1989年 | 3篇 |
1988年 | 2篇 |
1987年 | 3篇 |
1986年 | 3篇 |
1985年 | 2篇 |
1984年 | 2篇 |
1983年 | 1篇 |
1981年 | 2篇 |
1980年 | 1篇 |
1979年 | 7篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1976年 | 2篇 |
1973年 | 4篇 |
1971年 | 2篇 |
1906年 | 1篇 |
1905年 | 3篇 |
1904年 | 1篇 |
排序方式: 共有278条查询结果,搜索用时 31 毫秒
101.
Michael J. Boulton Debborah Murphy Julie Lloyd Sabine Besling Jennifer Coote Jennifer Lewis Roxanne Perrin Linda Walsh 《British Educational Research Journal》2013,39(2):209-221
Despite possible negative effects, many children do not tell their teachers when they have been bullied. This study examined junior school pupils' (N = 294) reports of instrumental, emotional and validation social support received after disclosing being bullied to teachers, and associations with intentions to disclose in the future. Overall, participants reported receiving modest to high levels of social support. The three social support variables accounted for a significant proportion (16.3%) of the variance in intentions to disclose. Each of them also emerged as significant non unique predictors (i.e. not controlling for their shared variance), and validation social support did so even after controlling for the influence of the other two types. These effects were stronger for boys than for girls, and some varied by age. Findings are discussed in terms of outcome‐ expectancy theory and practical implications. 相似文献
102.
103.
104.
Successful communication between the teacher and school psychologist is considered a vital factor in providing appropriate diagnostic and remediation services to a child with a learning problem. Although considerable attention has been given to the psychological report, whereby the psychologist communicates with the teacher, only minimal attention has been given to the referral process whereby the teacher provides the psychologist with important behavioral data. Experience in one large metropolitan school system has demonstrated that teacher-psychologist communication is facilitated through: (a) providing the teacher with a clear understanding of her role in the diagnostic and remediation process, (b) employment of a theoretical approach to learning disabilities which is shared by both teacher and psychologist, and (c) use of a specific referral form—theoretically based—in order to communicate data about the child with a learning problem. 相似文献
105.
106.
The Visual Aural Digit Span (VADS) and the Bender Visual Motor Gestalt Test (Bender) were studied with regard to their ability to discriminate low from average achievers in reading and arithmetic skills, as identified by the Iowa Test of Basic Skills. A sample of 78 normal children aged 6 through 9 were administered a battery of tests, including the verbal section of the WISC-R. Analysis of covariance with IQ controlled showed that the Bender and the VADS were able to discriminate between achievement groups for vocabulary and math concepts. The Bender discriminated between math problem-solving groups, but neither test could discriminate between reading comprehension groups. Age was a significant variable for the Bender and all VADS subtests except Aural-Written. Correlational analysis indicated that although the VADS was related to Verbal IQ, it is related only minimally to the Bender when age is controlled. 相似文献
107.
1 为何工业企业(科学应用型)对员工和新雇候选者有高的期待和标准 工业企业的股东在资本设备(物质和人力)上投入巨资,希望不仅能保持这些资产,而且能通过好的、独特的产品获取巨额利润,同时不断提升股东价值. 相似文献
108.
109.
110.