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241.
Stephanie R. Graham Jamie S. Carney Annette S. Kluck 《Counselor Education & Supervision》2012,51(1):2-16
Lesbian, gay, and bisexual (LGB) clients use counseling services at higher rates than their heterosexual counterparts, yet current training for counselors may be inadequate. In this online study, 234 graduate counselor education and counseling psychology students completed the Sexual Orientation Counselor Competency Scale ( Bidell, 2005 ) and provided information about their training in working with LGB clients. Participants viewed themselves as more competent on the Awareness and Knowledge subscales than on the Skills subscale. Increased level of training (doctoral vs. master's), number of LGB clients seen in practica, and attendance at LGB‐focused workshops and conferences were associated with increased competence. Implications for programmatic development are discussed. 相似文献
242.
243.
Stephanie A. Valutis 《Journal of Teaching in Social Work》2013,33(5):513-528
Ambiguity tolerance and intolerance can influence one’s professional practice. The study of such influences remains sparse within the social work literature. Behaviors that reduce uncertainty, including categorizing or stereotyping, are used by those who feel discomfort in ambiguous situations. This study explores explore the relationship between Tolerance of Ambiguity and Acceptance of Stereotyping. Results of survey responses from 238 undergraduate students indicate that those less tolerant of ambiguity are more accepting of the use of stereotyping in everyday situations. Implications for social work education including the development of student self-awareness of discomfort in uncertainty, emergence of stereotyping behavior, and professional socialization of common attitudes toward and use of ambiguity in practice are discussed. 相似文献
244.
Stephanie Jones 《Teaching Education》2013,24(2):131-152
The present article draws on data from a three-year study of pedagogy in teacher education that attempts to disrupt normative structures of reading and being in the teacher education classroom. The author uses Bourdieu’s work to emphasize the ways in which academic fields become ruled by unspoken rules and practices – “nomos” – and demonstrates a use of trauma narratives in teacher education that can disrupt such unspoken rules and practices. The article challenges taken-for-granted assumptions in teacher education that students must be positioned as future teachers; that reading educational research and texts should be a priority; that writing assignments should be privileged; and that a cognitive approach to learning in teacher education should be privileged. 相似文献
245.
Stephanie F. Thompson Liliana J. LenguaMaureen Zalewski Lyndsey Moran 《Early childhood research quarterly》2013
This study examined the relations of income and children's effortful control to teacher reports of preschoolers’ social competence and adjustment problems. This study tested whether changes in effortful control accounted for the effects of income on children's adjustment. A community sample (N = 306) of preschool-age children (36–40 mos.) and their mothers, representing the full range of income (29% at or near poverty, 28% at or below the local median income), was used. Path analyses were used to test the prospective effects of income on rank-order changes in two aspects of effortful control, executive control and delay ability, which in turn, predicted teacher-reported adjustment problems and social competence. Lower income predicted smaller rank-order change in executive control, but did not predict changes in delay ability. Smaller rank-order change in delay ability predicted greater adjustment problems above the effect of income. Larger rank-order change in executive control predicted greater social competence and fewer adjustment problems above the effect of income. These findings provided some support for the hypothesis that disruptions in the development of effortful control related to low income might account for the effects of low income on young children's adjustment. Effortful control is potentially a fruitful target for intervention, particularly among children living in low income and poverty. 相似文献
246.
This study evaluated the relationship of J. O. Prochaska's (1984; J. O. Prochaska & C. C. DiClemente, 1992) transtheoretical model of change with the process and outcome of short‐term counseling in college help seekers. Participants completed measures of readiness to change, psychological symptoms, and working alliance. Clients in the precontemplation stage evaluated the working alliance less favorably and experienced less improvement regarding symptoms than clients in other stages. Counselor working alliance did not differ as a function of clients' stage of change. 相似文献
247.
Justin B. Leaf Aditt Alcalay Jeremy A. Leaf Kathleen Tsuji Alyne Kassardjian Stephanie Dale John McEachin Mitchell Taubman Ronald Leaf 《Journal of Research in Special Educational Needs》2016,16(4):217-225
Prompting systems are guidelines of when to provide learners with prompts and when to fade prompts. Today, there are several prompting systems implemented to teach receptive labeling to individuals diagnosed with autism spectrum disorders and other disabilities. This study compared most‐to‐least prompting to an error correction procedure involving feedback and remedial trials for teaching two children with autism a variety of receptive labels. All teaching was implemented in a one‐to‐one instructional setting. Researchers taught each participant how to receptively identify 18 pictures; nine were taught using error correction and nine were taught using most‐to‐least. The researchers utilized an adapted alternating treatment design nested into a multiple probe design to evaluate the two procedures. Results indicated that participants were able to reach mastery criterion on 100% of skills taught using the error correction and were able to reach mastery criterion on 88.9% of skills taught using most‐to‐least. Additionally, error correction tended to require fewer trials for participants to reach mastery criterion. 相似文献
248.
Jenalee R. Doom Megan R. Gunnar Michael K. Georgieff Maria G. Kroupina Kristin Frenn Anita J. Fuglestad Stephanie M. Carlson 《Child development》2014,85(5):1805-1812
Children adopted from institutions have been studied as models of the impact of stimulus deprivation on cognitive development (Nelson, Bos, Gunnar, & Sonuga‐Barke, 2011), but these children may also suffer from micronutrient deficiencies (Fuglestad et al., 2008). The contributions of iron deficiency (ID) and duration of deprivation on cognitive functioning in children adopted from institutions between 17 and 36 months of age were examined. ID was assessed in 55 children soon after adoption, and cognitive functioning was evaluated 11–14.6 months postadoption when the children averaged 37.4 months old (SD = 4.9). ID at adoption and longer duration of institutional care independently predicted lower IQ scores and executive function (EF) performance. IQ did not mediate the association between ID and EF. 相似文献
249.
Hannah H. Schertz Samuel L. Odom Kathleen M. Baggett John H. Sideris 《Early childhood research quarterly》2013
The purpose of this study was to determine effects of the Joint Attention Mediated Learning (JAML) intervention on acquisition of joint attention and other early social communication competencies for toddlers with autism spectrum disorders (ASD). Twenty-three parents and their toddlers were randomly assigned to JAML or a control condition. Observational assessments were collected at pretest, posttest, and follow-up sessions, while standardized developmental measures were collected at pre- and posttest. Significant intervention-×-time interactions, favoring the intervention group, occurred for the observational measures Focusing on Faces and Responding to Joint Attention, with both having large effect sizes that maintained at follow-up. In addition, significant intervention-×-time effects, also favoring the JAML group were found for receptive language on the Mullen Scales of Early Learning and the Communication sub-domain of the Vineland Adaptive Behavior Scale. The observational measures Turn-Taking and Initiating Joint Attention and the Expressive Communication measure on the Mullen, while not showing significant differences between groups, revealed moderate effect sizes favoring the JAML group, suggesting that a study with more power could well detect significant differences on all of the measures. Findings support a focused, developmentally sequenced, systematic, and family aligned approach that targets preverbal social communication development within parent–child relationships. 相似文献
250.
Terry A. Stinnett Stephanie A. Crawford Marci D. Gillespie Michael K. Cruce Courtney A. Langford 《Psychology in the schools》2001,38(6):585-591
Future teachers' judgments of acceptability for two common treatments for children with the Attention Deficit Hyperactivity Disorder (ADHD) label were examined. One hundred forty‐four pre‐service teachers were grouped according to their high school location at graduation (urban vs. rural) and were randomly assigned to read one of four vignettes. The content of the vignettes was held constant but label (ADHD vs no label) and treatments (special education placement vs. Ritalin) were varied. Results indicated a significant main effect on treatment acceptability for High School Location, a Label × Treatment interaction on the attention problems variable, a main effect for Label on the social problems variable, and a High School Location × Treatment interaction on the social problems variable. A number of implications can be made. Observer characteristics such as urban or rural high school experiences may influence judgments about a labeled child more than the characteristics of the child being observed. In this study, the ADHD label evoked greater expectations of attentional difficulties even when the pattern of functioning was similar to nonlabeled children. On the other hand, children with the ADHD label were judged as having better social functioning, which suggests that the ADHD label allows observers to attribute behavioral difficulties or the social problems displayed by these children to some factor that is outside the control of the child, or for which the child does not have personal responsibility. © 2001 John Wiley & Sons, Inc. 相似文献