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101.
Over the last decade, there has been an enormous increase in the number of studies evaluating the overlap of developmental syndromes or disorders in both children and adults. This overlap of symptoms is often referred to as comorbidity, a term we criticize in this article because of its unsubstantiated presumption of independent etiologies. The premise of this article is that discrete categories do not exist in real life, and that it is misleading to refer to overlapping categories or symptoms as "comorbidities." We illustrate our point by presenting data from 179 school-age children evaluated with rigorous research criteria for seven disorders: reading disability (RD), attention-deficit/hyperactivity disorder (ADHD), developmental coordination disorder (DCD), oppositional defiant disorder (ODD), conduct disorder (CD), depression, and anxiety. Fully 50% of this sample met the criteria for at least two diagnoses. The children with ADHD were at higher risk of having at least a second disorder compared to the children with RD. Overall, the high rates of overlap of these behavioral, emotional, and educational deficits in this broadly ascertained sample support the idea that the concept of comorbidity is inadequate. We discuss the concept of atypical brain development as an explanatory idea to interpret the high rate of overlap of developmental disorders. 相似文献
102.
Profiles of change in motivation for teaching in higher education at an American research university
Adalet B. Gunersel Avi Kaplan Pamela Barnett Mary Etienne Annette R. Ponnock 《Teaching in Higher Education》2016,21(6):628-643
The current study employed an emergent theoretical model of teaching role identity and motivation to investigate the change in conception of and motivation for teaching in higher education of research graduate students who teach in the United States. Fifteen participants took a graduate-level seminar as part of a two-course teaching professional development (PD) program. Qualitative content analysis of the participants’ pre-seminar and post-seminar reflective essays focused on change in the theoretical model’s components – participants’ goals, self-perceptions, epistemological beliefs, and action possibilities – and their alignment. The findings suggested four kinds of change in each component, ranging from dramatic change to reversed change, as well as three general profiles of change labeled ‘Transformation,’ ‘Elaboration’, and ‘Stagnation’. The model proved useful in conceptualizing the change in participants’ teaching-related conceptions and motivation and could provide a guide for future research on teaching motivation and for designing and evaluating teaching PD in higher education. 相似文献
103.
This article is an exploration of the value of research involving images in a school, and aims to provoke more general discussion of the purpose, value and risks of educational research using images. It reports on a participative research project in a secondary school which led to the construction of a web site based on images of that school. The value of the process and of the web site in promoting learning within the school community is discussed and assessed, along with the risks of abuse, misuse, and manipulation of those images. The authors consider the value of grouping and clustering the images generated in this project as a means of engaging meaningfully with the images themselves, their context and what they represent. Data are presented from discussions with students and staff involved in taking images, with further reflection on the process that they and we engaged in. 相似文献
104.
A series of computer simulations were run to measure the relationship between testlet validity and the factors of item pool size and testlet length for both adaptive and linearly constructed testlets. We confirmed the generality of earlier empirical findings (Wainer, Lewis, Kaplan, & Braswell, 1991) that making a testlet adaptive yields only modest increases in aggregate validity because of the peakedness of the typical proficiency distribution. 相似文献
105.
ABSTRACTWorking within a self-determination theory (SDT) framework, this study used cluster analysis to examine the naturally occurring types of homeschool-learning environments parents (N = 457) have created. Measures of support for student autonomy, mastery goal structure, and use of conditional regard were adapted for a homeschool context and used as constituting variables. Follow-up measures of parental need satisfaction, efficacy, student academic engagement, teaching practices, and demographics were used to identify significant differences among homeschooling motivational profiles. A five-cluster solution best fit the data: a high need support profile, low need support profile and three profiles of mixed need support. In general, the high need and mixed need support profiles were associated with higher student engagement, need satisfaction, efficacy for homeschooling, and frequent use of teaching strategies that promote autonomous motivation and support for student competence. The low need support profile was significantly associated with lower need satisfaction and teaching strategies associated with control. Higher levels of academic engagement were reported for those students homeschooled longer and at higher grade levels. Male teaching parents (N = 29) reported significantly less need satisfaction and were significantly more represented in the low need support profile. These findings point to the utility of self-determination theory for characterizing the motivational environments of homeschools. 相似文献
106.
Randy Elliot Bennett Donald A. Rock Bruce A. Kaplan 《Journal of Educational Measurement》1987,24(1):41-55
The purpose of this study was to identify broad classes of items that behave differentially for handicapped examinees taking special, extended-time administrations of the Scholastic Aptitude Test (SA T). To identify these item classes, the performance of nine handicapped groups and one nonhandicapped group on each of two forms of the SAT was investigated through a two-stage procedure. The first stage centered on the performance of item clusters. Individual items composing clusters showing questionable performance were then examined. This two-stage procedure revealed little indication of differentially functioning item classes. However, some notable instances of differential performance at the item level were detected, the most serious of which affected visually impaired students taking the braille edition of the test. 相似文献
107.
Interactional effects of marital status and physical abuse on adolescent psychopathology 总被引:2,自引:0,他引:2
OBJECTIVE: The purpose of this study was to explore the interactional effects of parental marital disruption and physical abuse on risk for adolescent psychopathology in a nonclinical sample with a randomly selected control group. METHOD: The sample was drawn from 99 community-based adolescents indicated as physically abused by Child Protective Services and 99 randomly selected controls. Nonabused adolescents whose parents were married, abused adolescents whose parents were married, nonabused adolescents with a parental marital disruption, and abused adolescents with a parental marital disruption were compared. Outcome was psychopathology as measured by psychiatric diagnosis based on a best-estimate procedure subsequent to semistructured diagnostic interviewing. RESULTS: Interactional effects of marital disruption and abuse were found for risk for lifetime Attention Deficit Hyperactivity Disorder (ADHD), with parental marital disruption and having been physically abused combining to increase the risk 15 times for diagnosis of lifetime ADHD. Parental marital status alone was not a significant risk factor for adolescent psychopathology, but physical abuse was a significant risk factor for several diagnostic categories. CONCLUSIONS: Future divorce research should include abuse history as a possible confounding variable. Possible reasons for the findings are reviewed and clinical implications are discussed. 相似文献
108.
Motor correlates of ADHD: contribution of reading disability and oppositional defiant disorder 总被引:4,自引:0,他引:4
Kooistra L Crawford S Dewey D Cantell M Kaplan BJ 《Journal of learning disabilities》2005,38(3):195-206
This study investigated whether the likelihood of motor impairment in children with attention-deficit/hyperactivity disorder (ADHD) increases with the presence of other disorders, and whether the co-occurring diagnoses of reading disability (RD) and oppositional defiant disorder (ODD) account for the motor deficits seen in ADHD. A total of 291 children (218 boys, 73 girls) participated. Six groups of children were compared: ADHD only (n = 29); RD only (n = 63); ADHD and RD (n = 47); ADHD and ODD (n = 19); ADHD, RD, and ODD (n = 21); and typically developing control children (n = 112). Motor skills were assessed with the Bruininks-Oseretsky Test of Motor Proficiency and the Beery Test of Visual-Motor Integration. We found that the motor skills of the ADHD-only group did not differ from the typical control group. Furthermore, motor impairment in ADHD increased as a function of co-occurring disorders, and the presence of RD rather than ADHD predicted motor impairment. 相似文献
109.
This article, based on qualitative research, authorizes the voices and views of Vietnamese immigrant students regarding racial
dynamics at an urban public high school. Though not included in public or school-based discussions about race relations following
a violent clash between white and black students, Vietnamese students reported experiencing social exclusion and racial conflict
as a daily reality in school. The informants mapped the roots of racial conflict in school as a struggle over space, including
the classroom, hallways, cafeteria, gym, and bathrooms. The students also demonstrated a significant commitment to the school
and expressed a desire to be included in efforts to improve race relations and the quality of life within the school. Their
perspectives and experiences challenge the validity of the dominant black-and-white paradigm that defines the public understanding
of race relations in the school, the city, and the society. 相似文献
110.