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61.
Oral R Can D Kaplan S Polat S Ates N Cetin G Miral S Hanci H Ersahin Y Tepeli N Bulguc AG Tiras B 《Child abuse & neglect》2001,25(2):279-290
OBJECTIVE: To share the experiences of the first clinical multidisciplinary child abuse and neglect (CAN) team in Turkey with international child abuse community. METHODS: The authors established the first Turkish CAN follow-up team at Dr. Behcet Uz Children's Hospital. Following a training program in five teaching hospitals in Izmir, the authors kept a record of every case diagnosed with CAN from these hospitals between 1996 and 1998. The demographic, epidemiologic, and medical features of this case series are summarized. RESULTS: Fifty cases were diagnosed and followed-up. Seventy-six percent of patients were reported from Dr. Behcet Uz Children's Hospital. Age and sex distribution was 9.2 +/- 6.7 years and 46% male, 54% female, respectively. The offenders were only father in 38%, only mother in 28%, and multiple in 34%. More than three CAN risk factors were present in 94%. Of the children reported 44% survived, 14% died, and 42% were lost to follow-up. Sixteen percent were free of reabuse, and 42% survived with handicaps. CONCLUSIONS: Child abuse and neglect is a reality in Turkey. The team's work increased pediatricians' awareness of CAN. Reporting these cases to Social Affairs Bureau was established for the first time in Turkey. Physicians in Turkey need training to diagnose and properly report CAN. The implemen tation of a national CAN prevention program is an urgent need for Turkey. 相似文献
62.
Ingrid Lewis Said Juma Ian Kaplan Duncan Little Helen Pinnock 《International Journal of Inclusive Education》2019,23(7-8):722-739
ABSTRACTInterest in inclusive education in the global south has grown significantly since the adoption of the Salamanca Statement in 1994. Increasingly, those who fund and provide education want to be seen taking action on inclusion generally and disability inclusion specifically. However, the much-welcomed enthusiasm to respond to global commitments is not always matched with the necessary expertise and commitment to longer-term action and change. The growth in inclusive education policies and pilot projects in the last decade is hard to miss, but changes resulting from these interventions are often less apparent. Why is that? Drawing on the Enabling Education Network’s 22 years of experience as a global inclusive education network and consultancy provider, we present alternative pathways for change in teacher education for inclusion. We stress that change in teaching practice remains limited not because inclusive education is a fundamentally flawed concept, but because too much focus is given to ‘quick-and-dirty’ trainings that quickly yield donor-pleasing statistics and publicity-attracting case studies, but fail to elicit sufficiently extensive and sustainable change to education systems and cultures. 相似文献
63.
This paper offers an assessment of the efforts to de-Arabize the Bedouin Arab youth of the Negev. We show that despite the
extensive efforts to achieve this goal, they have become pronouncedly alienated from the State of Israel, and are increasingly
perceiving themselves as an integral part of Israel’s Palestinian Arab national minority. The findings of our research illustrate
the futility of the policy to de-Arabize the Bedouin and to instill in them the unfounded belief that they are full and equal
citizens of the State of Israel. We argue that the failure of the policy in this regard is inevitable primarily for the following
reason: Israel’s national identity is constructed in a manner that leaves no room for Arab culture and heritage and this identity
provided the legitimization for discriminatory policies against the Bedouin, as well as against other Arab groups. Thus, the
shift toward Palestinian national and cultural identity found among Bedouin youth, can be partly explained as a result of
their growing awareness of this political reality and their decreasing readiness to accept it. But then again, this shift
is nothing but another manifestation, albeit a sobering one at that, of the challenge facing Zionist ideology since the pre-state
era, more than 50 years ago. To put it succinctly, the challenge is this: if Israel aspires to be judged as a liberal democracy
and to ensure its legitimacy and political stability, it must make significant changes in its basic governing principles.
It must either incorporate the culture and collective aspirations of its Arab citizens within the national identity, and/or
allow them some form of political autonomy. 相似文献
64.
Howard Wainer Charles Lewis Bruce Kaplan James Braswell 《Journal of Educational Measurement》1991,28(4):311-323
Earlier (Wainer & Lewis, 1990), we reported the initial development of a testlet-based algebra test. In this account, we provide the details of this excursion into the use of testlets. A pretest of two 15–item algebra tests was carried out in which examinees' performance on a 4-item subset of each test (a 4–item testlet) was used to predict performance on the entire test. Two models for constructing the testlets were considered: hierarchical (adaptive) and linear (fixed format). These models are compared with each other. It was found on cross–validation that, although an adaptive testlet is superior to a fixed format testlet, this superiority is modest, whereas the potential cost of that superiority is considerable. It was concluded that in circumstances similar to those we report a fixed format testlet that uses the best items in a pool can do almost as well as the optimal adaptive testlet of equal length from that same pool. 相似文献
65.
Clinical importance of parent ratings of everyday cognitive abilities in children with learning and attention problems 总被引:2,自引:0,他引:2
This study addressed two issues: first, whether parental reports contribute information over and above a standardized psychometric assessment, and second, whether parental reports of everyday cognitive functioning might be useful in distinguishing between children with reading disabilities (RD), attention-deficit/hyperactivity disorder (ADHD), and combined ADHD + RD. Parent-reported information on 159 children with learning or attention problems was obtained using a questionnaire called the Parent Ratings of Everyday Cognitive and Academic Abilities (PRECAA). Psychometric information used for comparison included the Woodcock-Johnson Psychoeducational Battery-Revised, the Bruininks-Oseretsky Test of Motor Proficiency-Short Form, the Vocabulary and Block Design subtests of the Wechsler Intelligence Scale for Children, 3rd edition, and the Developmental Test of Visual-Motor Integration. The PRECAA was found to be sensitive to group differences between children with RD and children with ADHD and combined ADHD + RD. Its inclusion resulted in a significant increase in the number of children correctly classified compared to the use of psychometric measures alone. The PRECAA correctly classified more children (66%) than did the standard psychometric measures (50%). In fact, a very high percentage of children with ADHD (81%) were correctly classified using the PRECAA. These findings suggest that the PRECAA may be a useful aid to clinicians in the identification of children with learning and attention problems. 相似文献
66.
67.
Shelly Dews Ellen Winner Joan Kaplan Elizabeth Rosenblatt Malia Hunt Karen Lim Angela McGovern Alison Qualter Bonnie Smarsh 《Child development》1996,67(6):3071-3085
We investigated children's understanding of irony and sensitivity to irony's meanness and humor. In Study 1, 89 participants (5–6-year-olds, 8–9-year-olds, adults) heard ironic and literal criticisms, and literal compliments. Comprehension of irony emerged between 5 and 6 years of age. Ratings of humor increased with age; ratings of meanness did not (showing that all ages perceived irony as more muted than literal criticism). In Study 2, results from 135 participants (6–7-year-olds, 8–9-year-olds, and adults) replicated these findings and revealed the role of form and intonation. Thus, comprehension of irony emerges between 5 and 6 years of age, and sensitivity to the muting function develops prior to sensitivity to the humor function. 相似文献
68.
Allen MP Jacobs SK Levy J Pierce S Pravikoff DS Tanner A 《Medical reference services quarterly》2005,24(3):93-102
Do nurses have access to the tools and resources they need for evidence-based practice? Are librarians prepared to work with nurses to provide access to appropriate resources and services, and teach the needed information literacy skills? The authors work with professional library and nursing organizations to present interdisciplinary continuing education to improve the information literacy of nurses and the ability of librarians to provide resources and services that meet nurses' information needs. This article reviews behavioral and practice changes reported by nurses and librarian participants in symposia on evidence-based nursing in March 2001 and May 2003. 相似文献
69.
Peter S. Kaplan 《Learning & behavior》1985,13(3):233-238
Scalar expectancy theory (SET) predicts that postacquisition manipulations of background expectancy should alter conditioned performance. An experiment was performed to test the application of this hypothesis to an explanation of the “temporal context” effect in trace conditioning. Pigeons were trained on an inhibitory trace conditioning procedure and then subjected to postacquisition manipulations of background expectancy. Nonreinforced exposure to the training apparatus eliminated conditioned withdrawal, exposure to USs under very long interreinforcer intervals slightly weakened conditioned withdrawal, and home-cage confinement had no effect on conditioned withdrawal. These results are discussed in terms of the predictions of SET and the role of background excitation in conditioned inhibition. 相似文献
70.
AbstractIn this commentary, we propose a framework for applying the Complex Dynamical Systems (CDS) approach in educational research. Drawing on the conceptual articles in the special issue for ontological, theoretical, and methodological principles, and on the empirical articles for examples of these principles’ application, we suggest six interdependent steps for researchers who seek to pursue educational research from the CDS approach: (1) Conceptualizing the phenomenon as a CDS; (2) Defining a theory of the relevant CDS level; (3) Generating a CDS research goal and question; (4) Selecting a CDS corresponding methodology for data collection and analysis; (5) Interpreting the findings as a CDS; and (6) Disseminating the knowledge to relevant audiences and participating in a CDS scholarly community. We end the commentary with several of the promises and challenges of applying the CDS approach in educational research. 相似文献