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131.
In two experiments, experimental rats were trained to have strong aversions to one of 10 novel-flavored solutions through contingent lithium injections; control rats were injected with lithium in the absence of prior consumption. Each animal was then tested with each of the 10 solutions, and the preferences of the experimental rats and the control rats were compared. A generalization gradient of the aversion to each conditioned aversive flavor was obtained for each test flavor. 相似文献
132.
Mark Blaug Neville Postlethwaite Franklin Parker Peter A. Bromhead Walter Schultze Raymond F. Lyons Lionel Elvin Mary Jean Bowman Eric Ashby Gilbert de Landsheere Gustaf ögren 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1966,12(3):373-390
133.
Claire Parker Amelia Paget Tamsin Ford Ruth Gwernan-Jones 《Emotional and Behavioural Difficulties》2016,21(1):133-151
Exclusion from school is associated with adverse outcomes for young people. There is limited research that explores parents’ perspectives, particularly in relation to the exclusion of primary school aged children. The present study used semi-structured interviews with 35 parents of 37 children aged 5–12 years from the Southwest of England. Parents experiences were captured in a conceptual model through three main themes. Exclusion was described as part of a complex journey of difficulties reflected by a continuum of coping. The child’s place on the continuum was determined by an interaction between the child, family, and school with communication a key determinant. The study also highlighted the wider implications of exclusion, including emotional and functional impacts on the child and parent and highlighted the importance of the parents voice in the identification and support of their child’s needs. It also presents many complexities surrounding exclusion from school and limited support parents felt their child was offered. 相似文献
134.
Janise S. Parker Jose M. Castillo Sujay Sabnis Julie Daye Patricia Hanson 《Journal of educational and psychological consultation》2020,30(2):119-155
ABSTRACTSchool-based consultation has garnered increasing attention relevant to culturally responsive practice in school psychology. Although prior research has investigated school psychologists’ experiences with supporting culturally diverse youth through school-based consultation, few studies have utilized an established framework to understand school psychologists’ experiences. We utilized specific components of Ingraham’s Multicultural School Consultation framework to examine fifteen school psychologists’ experiences with providing culturally responsive consultation. Constant comparative analysis revealed the various strategies used by practitioners to support culturally diverse students throughout the consultation process (e.g., involving multiple people in decision-making, using non-confrontational approaches to educate school personnel about cultural dynamics, providing messages of support and encouragement to diverse students and families) and the socio-contextual barriers to their practice (e.g., cultural minimization, lack of administrative support). Implications for research, training, and school-based practice are discussed. 相似文献
135.
The authors examine how counselor educators can become involved in professional development schools to create enhanced training opportunities for school counseling internship students. The benefits of collaboration between university and public school faculties are explored, and research opportunities are discussed. Counselor educators' expertise in research and program evaluation, combined with school counselors' pragmatic experience in dealing with real‐life issues, may promote best practices in the schools and improved training for school counselors and can set the stage for collaboration as an educational team at the preservice level. 相似文献
136.
This paper reviews something of the circumstances and factors which have contributed to the development and present status of the sociology of education in teacher education in England, Wales and Northern Ireland. It reports a survey which presents, through practitioners’ eyes, the discipline's present condition and their view of its future. It contrasts the resulting picture of a demise of the discipline and the pessimism of its practitioners with the condition of the sociology of education outside teacher education. It considers some of the consequences of the decline in the discipline, brought about by a decade of dramatic changes in teacher education. 相似文献
137.
Wendy Parker Annette Sterr Peter Williams 《International Journal of Disability, Development & Education》2017,64(6):573-595
Families with children with disabilities can feel isolated during school holidays and concerns exist that they face greater difficulties than families of children without disabilities in finding enriching activities for their child. In the context of national policies that encourage integrated play, local service commissioners in England require evidence on what sort of short breaks parents and children prefer. The parents of 99 children with disabilities and 43 children without disabilities attending various holiday play schemes in summer 2010 completed mailed questionnaires. Parents of children with disabilities reported more difficulty getting information, less choice of schemes and further distances to travel than parents of children without disabilities. Although 72% of parents of children without disabilities and 55.5% of parents of children with disabilities stated integrated schemes would be suitable for their child, open text comments provided weaker support. Variety of provision is required to meet all needs and preferences. 相似文献
138.
Ken Albrechtsen Heather Mariger Chad Parker 《Educational technology research and development : ETR & D》2001,49(3):107-115
Conclusion Imagine the possibilities of distance education in our future, even the near future. The pace of technological development
allows for increased personal interaction between people at great distances. This is the essence of distance education: to
be able to take part in an instructional activity without regard to time or distance. The potential for the Internet and other
developing technologies is impossible to forecast accurately. Who would have guessed 20 years ago today's technological advances
that allow us to expand our opportunities to learn, and to enjoy an improved lifestyle.
This is an eventful time in the world's history, with much to look forward to. However, less developed countries may not share
this positive outlook. If distance education is to spread around the globe, beyond the economic wealth of Europe, Japan and
the United States, we have to consider the particular needs of countries with lesser means. This may mean not using the highest
or latest technology available. The communications micracle brought about by the Internet facilitates the sharing of the haves
with the have-nots. It is well known that the gap is widening between the richest and poorest countries. Ironically, the very
technology that is part of widening this gap can also be used to close it.
Ken Albrechtsen completed his master's degree in Instructional Technology at Utah State University and currently is with Parker
Aerospace, Ogden, UT.
She works for the Center for Persons with Disabilities.
Chad Parker is seeking his master's degree in Instructional Technology at Utah State University and is a program manager for
the off-campus Educational Technology program. 相似文献
139.
Power, control, and validity in research 总被引:1,自引:0,他引:1
R M Parker 《Journal of learning disabilities》1990,23(10):613-620
140.