全文获取类型
收费全文 | 651篇 |
免费 | 15篇 |
国内免费 | 2篇 |
专业分类
教育 | 459篇 |
科学研究 | 42篇 |
各国文化 | 8篇 |
体育 | 110篇 |
文化理论 | 4篇 |
信息传播 | 45篇 |
出版年
2023年 | 5篇 |
2022年 | 5篇 |
2021年 | 10篇 |
2020年 | 16篇 |
2019年 | 27篇 |
2018年 | 39篇 |
2017年 | 28篇 |
2016年 | 31篇 |
2015年 | 17篇 |
2014年 | 19篇 |
2013年 | 162篇 |
2012年 | 19篇 |
2011年 | 12篇 |
2010年 | 15篇 |
2009年 | 9篇 |
2008年 | 13篇 |
2007年 | 13篇 |
2006年 | 14篇 |
2005年 | 9篇 |
2004年 | 16篇 |
2003年 | 17篇 |
2002年 | 13篇 |
2001年 | 7篇 |
2000年 | 11篇 |
1999年 | 6篇 |
1996年 | 7篇 |
1994年 | 8篇 |
1992年 | 9篇 |
1991年 | 4篇 |
1990年 | 5篇 |
1989年 | 4篇 |
1988年 | 6篇 |
1987年 | 2篇 |
1986年 | 5篇 |
1985年 | 5篇 |
1984年 | 2篇 |
1982年 | 8篇 |
1981年 | 6篇 |
1980年 | 9篇 |
1979年 | 5篇 |
1978年 | 2篇 |
1977年 | 4篇 |
1976年 | 5篇 |
1975年 | 2篇 |
1973年 | 6篇 |
1971年 | 4篇 |
1967年 | 2篇 |
1924年 | 3篇 |
1923年 | 2篇 |
1921年 | 3篇 |
排序方式: 共有668条查询结果,搜索用时 15 毫秒
71.
Self-esteem and coping strategies among deaf students 总被引:1,自引:0,他引:1
Research studies on the determinants of self-esteem of deaf individuals often yield inconsistent findings. The current study assessed the effects on self-esteem of factors related to deafness, such as the means of communication at home and severity of hearing loss with hearing aid, as well as the coping styles that deaf people adopt to cope with everyday life in a hearing world. Data were collected among the deaf students of California State University, Northridge. Hierarchical regression modeling showed that identification with the Deaf community significantly contributed to positive self-esteem. Results also revealed that deaf students with greater degree of hearing loss and with bicultural skills that help them function in both the hearing and the Deaf community generally have higher self-esteem. Implications for further study are discussed. 相似文献
72.
73.
74.
The findings of epistemological beliefs studies in North America, Hong Kong and Taiwan were compared and interpreted in terms of the different cultural contexts and methodologies used in the research studies. Based on cross culture analysis a hypothesis for the structure of epistemological beliefs was proposed. Implications were also drawn for future research in this field, in light of the limitations and potential of existing measuring instruments. 相似文献
75.
ABSTRACTThe research focuses on the complexities associated with contemporary rural primary school leadership. The paper draws on in-depth ethnographic research undertaken in two contrasting English rural primary schools and their surrounding community over a period of three years and in particular the experiences and perspectives of the two head teachers from these schools. The paper is conceptually informed by the work of Bourdieu [1984. Distinction: A Social Critique of the Judgement of Taste. London: Routledge and Kegan Paul] and his work around field, habitus and capital as a means of understanding practice. The paper contends that as the neo-liberal economic field increasingly contaminates the field of schooling so a contextual understanding of the complex and shifting social space which a head teacher occupies, including their habitus and the capital they deploy, is of central importance to understanding practice. 相似文献
76.
Martin A. Swanbrow Becker Stacey F. Nemeth Roberts Sam M. Ritts William Tyler Branagan Alia R. Warner Sheri L. Clark 《Journal of College Student Psychotherapy》2017,31(2):155-176
This study examines the experiences of transgender college students in coping with stress in comparison to their cisgender peers. Undergraduate and graduate students from 73 colleges, totaling 26,292 participants, of which 47 identified as transgender completed an online survey. Transgender students reported greater exposure to trauma and higher rates of suicidal experiences, as well as different precipitants to reported stressful periods and sources of support than their cisgender peers. Implications for individual and group counseling as well as outreach and prevention to better support transgender students are explored. 相似文献
77.
78.
Educational psychologists’ support roles regarding the implementation of inclusive education in Zimbabwe
下载免费PDF全文
![点击此处可从《Psychology in the schools》网站下载免费的PDF全文](/ch/ext_images/free.gif)
This article focuses on a phenomenological study of trainee/educational psychologists’ lived experiences regarding the support roles in the implementation of inclusive education practices in Zimbabwe. In‐depth phenomenological interviews were done with 16 purposely selected participants (13 trainee/educational psychologists located at three administrative offices and three experts on inclusion from three universities) and data was transcribed verbatim and thematically analyzed. Monthly/annual reports from trainee/educational psychologists were used as reference material. Three major themes emerged from the support roles: (1) diverse views on inclusion; (2) critical roles, successful and unsuccessful experiences in implementing inclusive education; and (3) impact of experiences on rendering support services. Key findings indicate that advocacy and consultation, assessment and placement, and in‐service training were viewed as critical and successful experiences, whereas negative teacher attitudes and limited resources were viewed as barriers toward the implementation of inclusive education practices. The impact of experiences indicates inadequacy in the provision of support services. Annual reports of trainee/educational psychologists indicated inadequate ongoing training on inclusive education practices. These findings are discussed in relation to the inclusive education literature. 相似文献
79.
G. Lindsey Davis Donna M. Mertens Lawrence D. Patterson Roger O. Lambson Sam Brown 《Research in higher education》1976,4(3):209-217
This study was designed to determine the predictive validity of selected admissions variables used by the University of Kentucky College of Medicine. Data for the study were collected from 586 students admitted to the M.D. program from 1961 to 1968. These students were categorized into one of three groups (Successful [SUCC], Successful with Extended Study [SWES], and Lost to Medicine [LTM]) based upon their performance in medical school. A two-way analysis of variance and the use of a post hoc Scheffé method of multiple comparisons indicated significant differences between the SUCC group and the combined SWES and LTM groups. Therefore, the data revealed the predictive ability of two admissions variables and suggested the need for additional research into the subjective variables used in the admissions process. 相似文献
80.