全文获取类型
收费全文 | 788篇 |
免费 | 22篇 |
专业分类
教育 | 650篇 |
科学研究 | 24篇 |
各国文化 | 6篇 |
体育 | 25篇 |
文化理论 | 3篇 |
信息传播 | 102篇 |
出版年
2024年 | 1篇 |
2023年 | 11篇 |
2022年 | 11篇 |
2021年 | 19篇 |
2020年 | 26篇 |
2019年 | 44篇 |
2018年 | 56篇 |
2017年 | 68篇 |
2016年 | 42篇 |
2015年 | 30篇 |
2014年 | 38篇 |
2013年 | 153篇 |
2012年 | 31篇 |
2011年 | 31篇 |
2010年 | 18篇 |
2009年 | 22篇 |
2008年 | 28篇 |
2007年 | 16篇 |
2006年 | 22篇 |
2005年 | 12篇 |
2004年 | 15篇 |
2003年 | 11篇 |
2002年 | 8篇 |
2001年 | 16篇 |
2000年 | 10篇 |
1999年 | 2篇 |
1998年 | 2篇 |
1997年 | 12篇 |
1996年 | 6篇 |
1995年 | 1篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1992年 | 1篇 |
1989年 | 3篇 |
1987年 | 3篇 |
1985年 | 1篇 |
1983年 | 7篇 |
1982年 | 10篇 |
1981年 | 3篇 |
1980年 | 8篇 |
1979年 | 1篇 |
1978年 | 2篇 |
1977年 | 2篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1943年 | 1篇 |
排序方式: 共有810条查询结果,搜索用时 15 毫秒
711.
John N. Constantino Nahid Hashemi Ellen Solis Tal Alon Sandra Haley Stephanie McClure Nita Nordlicht Michele A. Constantino Julie Elmen Vicki Kay Carlson 《Child abuse & neglect》2001,25(12)
Objective: Home visitation has been shown to be effective in reducing rates of child maltreatment and in enhancing psychosocial outcomes in children and their parents. Even when available, however, it is underutilized by parents in some urban settings. We tested a supplemental 10-session group intervention for its ability to increase active participation in home visitation, enhance the quality of caregiving behavior of parents, and improve social developmental outcome in children.Method: A randomized controlled design was utilized, involving two separate cohorts of parents of 3- to 18-month old infants, totaling 148 parent-child dyads. The intervention focused on practical experience in promoting parent-infant attachment relationships.Results: At 6 months follow-up, there was a substantial increase in the proportion of intervention group parents participating in home visitation, compared to parents in the control group (Fisher’s exact p = .008). Parents in the intervention group exhibited a trend for improvement in their capacity to appropriately interpret infants’ emotional cues (p = .08), independent of the effects of home visitation itself. Attrition in both the treatment and control groups was inversely associated with income and level of education.Conclusions: Group meetings may constitute an effective means of engaging stressed urban families in home visitation. 相似文献
712.
Childhood emotional abuse and neglect as predictors of psychological and physical symptoms in women presenting to a primary care practice 总被引:7,自引:0,他引:7
OBJECTIVE: There were two aims to this study: first to examine whether emotional abuse and neglect are significant predictors of psychological and somatic symptoms, and lifetime trauma exposure in women presenting to a primary care practice, and second to examine the strength of these relationships after controlling for the effects of other types of childhood abuse and trauma. METHOD: Two-hundred and five women completed the Childhood Trauma Questionnaire (Bernstein et al., 1994), Trauma History Questionnaire (Green, 1996), the Symptom Checklist-revised (Derogatis, 1997), and the Revised Civilian Mississippi Scale for posttraumatic stress disorder (Norris & Perilla, 1996) when presenting to their primary care physician for a visit. Hierarchical multiple regression analyses were conducted to examine unique contributions of emotional abuse and neglect variables on symptom measures while controlling for childhood sexual and physical abuse and lifetime trauma exposure. RESULTS: A history of emotional abuse and neglect was associated with increased anxiety, depression, posttraumatic stress and physical symptoms, as well as lifetime trauma exposure. Physical and sexual abuse and lifetime trauma were also significant predictors of physical and psychological symptoms. Hierarchical multiple regressions demonstrated that emotional abuse and neglect predicted symptomatology in these women even when controlling for other types of abuse and lifetime trauma exposure. CONCLUSIONS: Long-standing behavioral consequences may arise as a result of childhood emotional abuse and neglect, specifically, poorer emotional and physical functioning, and vulnerability to further trauma exposure. 相似文献
713.
714.
Douglas J. Palmer Hissa M. Sadiq Patricia Lynch Dawn Parker Radhika Viruru Stephanie Knight 《The Journal of educational research》2016,109(4):413-423
Qatar initiated a K–12 national educational reform in 2001. However, there is limited information on the instructional practices of the teachers in the reform schools. This project was an observational study of classrooms with a stratified random sample of the first six cohorts of reform schools. Specifically, 156 classrooms were observed in 29 reform schools. Instructional differences were noted in schools with different gender of students and were moderated by school level. Implications of findings were discussed pertaining to implementation of the Qatar national reform and professional development needs of teachers. 相似文献
715.
Melissa J. Raspa R. A. McWilliam Stephanie Maher Ridley 《Early education and development》2001,12(2):209-224
The goal of this study was to understand the relationship between child care quality and children's engagement behavior. Seventy-eight toddlers from 17 child care centers were individually observed to determine the percentage of time they spent in sophisticated, unsophisticated, or differentiated engagement, or focused attention. The percentage of group engagement in classroom activities was recorded as well. Program quality ratings consisted of measures of the classroom environments, including the teachers. All the contextual quality measures but 1 were associated with unsophisticated engagement. Only global classroom quality was related to sophisticated engagement. The percentage of toddlers engaged in activities was associated with other program quality measures but not with observations of individual child engagement conducted at different times. 相似文献
716.
717.
ABSTRACTArt can provide a vehicle for animating learning. Teachers bring ideas to life through curriculum, while artists realize their ideas through images, often translating between forms, media and spaces. This paper describes the context, content and format of a residential Summer Arts Academy for gifted and talented middle and high school students, held on a university campus. In 2013, the theme of the visual art program at the Summer Arts Academy was animation, which linked to the summer exhibition at the local art museum. Collaborations among university faculty, public school teachers, community artists, and art museum and gallery staff have potential to animate learning for students, while stimulating additional forms of public engagement. 相似文献
718.
Stephanie Simmons Zuilkowski Benjamin Piper Salome Ong’ele Onesmus Kiminza 《牛津教育评论》2018,44(2):258-274
Low-cost private schools (LCPS) are widespread in Kenya, particularly in urban areas. This study examines the reasons that parents send children to fee-charging schools in a context of free public primary education. Drawing on parent survey and interview data, as well as interviews with national policy makers, we found that parents who chose LCPS for their children were more driven by quality concerns than were public school parents. We also present data on the costs of the school types, compared to household income. Despite being termed ‘low cost’, the fees charged by schools primarily serving the poor were often a heavy burden on families. We conclude with recommendations for maximising the impact of LCPS on educational access and quality. 相似文献
719.
The impact of exposure to domestic violence on children and young people: a review of the literature
OBJECTIVE: This article reviews the literature concerning the impact of exposure to domestic violence on the health and developmental well-being of children and young people. Impact is explored across four separate yet inter-related domains (domestic violence exposure and child abuse; impact on parental capacity; impact on child and adolescent development; and exposure to additional adversities), with potential outcomes and key messages concerning best practice responses to children's needs highlighted. METHOD: A comprehensive search of identified databases was conducted within an 11-year framework (1995-2006). This yielded a vast literature which was selectively organized and analyzed according to the four domains identified above. RESULTS: This review finds that children and adolescents living with domestic violence are at increased risk of experiencing emotional, physical and sexual abuse, of developing emotional and behavioral problems and of increased exposure to the presence of other adversities in their lives. It also highlights a range of protective factors that can mitigate against this impact, in particular a strong relationship with and attachment to a caring adult, usually the mother. CONCLUSION: Children and young people may be significantly affected by living with domestic violence, and impact can endure even after measures have been taken to secure their safety. It also concludes that there is rarely a direct causal pathway leading to a particular outcome and that children are active in constructing their own social world. Implications for interventions suggest that timely, appropriate and individually tailored responses need to build on the resilient blocks in the child's life. PRACTICE IMPLICATIONS: This study illustrate the links between exposure to domestic violence, various forms of child abuse and other related adversities, concluding that such exposure may have a differential yet potentially deleterious impact for children and young people. From a resilient perspective this review also highlights range of protective factors that influence the extent of the impact of exposure and the subsequent outcomes for the child. This review advocates for a holistic and child-centered approach to service delivery, derived from an informed assessment, designed to capture a picture of the individual child's experience, and responsive to their individual needs. 相似文献
720.
Research to guide text structure interventions for the primary grades is very limited, yet as early as in kindergarten, many state standards increasingly emphasize exposure to challenging expository texts. The purpose of the present study was to provide preliminary evidence of the feasibility and promise (or the effects) of three brief text structure interventions for kindergarten, first, and second graders who had average to low-average comprehension and relatively weak vocabulary skills. A total of 172 students participated (with 52, 62, and 58 in kindergarten, first and second grades, respectively). Students were randomly assigned within classrooms to one of three conditions: sequencing, compare and contrast, or cause and effect. Interventionists provided the interventions for four weeks to small groups of students. The findings demonstrated significant growth for all conditions on the taught text structure items of a researcher-made measure; significant growth was also reported on standardized measures of comprehension and oral language measures in the compare and contrast and cause and effect conditions, but not for sequencing. 相似文献