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221.
222.
Stephanie A. Crockett Rebekah Byrd Bradley T. Erford Danica G. Hays 《Counselor Education & Supervision》2010,50(1):5-20
Patterns of articles accepted for publication in Counselor Education and Supervision from the past 25 years were reviewed in this meta‐study. Results were described and statistically analyzed to identify trends over time in author characteristics (sex, institutional classifications, employment setting, domicile) and article characteristics (article type, research design, sample, sample size, types of participants, and statistical procedures and sophistication). 相似文献
223.
The aim of this report was to investigate the prospective links between infant sleep regulation and subsequent executive functioning (EF). The authors assessed sleep regulation through a parent sleep diary when children were 12 and 18 months old (N = 60). Child EF was assessed at 18 and 26 months of age. Higher proportions of total sleep occurring at night time, at both 12 and 18 months, were related to better performance on executive tasks, especially those involving a strong impulse control component. Most relations held above family socioeconomic status, prior mental development and concurrent verbal ability. These findings add to previous results with school-age children in suggesting that sleep favors the development of higher order cognitive functions requiring prefrontal cortex involvement. 相似文献
224.
Rachel E. White Emily O. Prager Catherine Schaefer Ethan Kross Angela L. Duckworth Stephanie M. Carlson 《Child development》2017,88(5):1563-1571
This study investigated the benefits of self‐distancing (i.e., taking an outsider's view of one's own situation) on young children's perseverance. Four‐ and 6‐year‐old children (N = 180) were asked to complete a repetitive task for 10 min while having the option to take breaks by playing an extremely attractive video game. Six‐year‐olds persevered longer than 4‐year‐olds. Nonetheless, across both ages, children who impersonated an exemplar other—in this case a character, such as Batman—spent the most time working, followed by children who took a third‐person perspective on the self, or finally, a first‐person perspective. Alternative explanations, implications, and future research directions are discussed. 相似文献
225.
Scaling in educational settings has tended to focus on replication of external programs with less focus on the nature of adaptation. In this article, we explore the scaling of Personalization for Academic and Social-emotional Learning (PASL), a systemic high school reform effort that was intentionally identified, developed, and implemented with adaption in mind for both the innovation and the scaling process itself. Drawing on focus group and individual interviews with administrators, guidance counselors, and teachers in eight urban high schools in Florida, we explore five elements of scale: depth, sustainability, spread, shift in reform ownership, and evolution of PASL. We find that implementers demonstrated a depth of belief, sustainability, and spread related to the idea of personalization. They did not show the same levels of sustainability and spread regarding the organizational routines related to PASL, although this differed widely by school. The reform approach using continuous improvement helped with shift in reform ownership and gave implementers control over the evolution of the reform. Despite this active involvement, administrators and teachers responded to PASL much like they would have an external reform, identifying the lack of time and school norms as impeding the implementation of routines and practices. 相似文献
226.
Building on the Education for All movement, the 2030 Agenda for Sustainable Development re-emphasises quality education as a discrete goal. Contextualising the discussion surrounding this goal in Zambia, this study examines how education quality is conceptualised by educational stakeholders at local, national, and global levels. Triangulating teacher survey and interview data with policy documents from the government of Zambia and UNESCO, we found simultaneous convergence and divergence regarding the concepts of education quality espoused at each level. Convergence was shown in the critical influence of the economic tradition within education and the perceived role of schools in fostering resilient individuals and communities. Divergence was observed through the varying meanings assigned to similar concepts and the dissimilar influences of the humanistic and organisational management traditions at different levels. We discuss the implications of our findings for fostering collective efforts among key partners toward the achievement of quality education in Zambia. 相似文献
227.
While working together on tradition-based and contemporary works at the Smithsonian's National Museum of African Art (NMAfA) and in private practice, the authors found that their expertise in ethnographic conservation can be applied to the conservation of contemporary works. The treatment approach to ethnographic works has evolved over decades, shifting from alteration of original surfaces and heavy restoration to an emphasis on preserving the original integrity of the artwork through minimal intervention. This paper describes the evolution of ethnographic object conservation regarding surface alteration, while specifically focusing on African objects, and discusses applications of this approach to the conservation of contemporary art. The historical change in treatment attitudes is presented using examples from NMAfA's collections to underscore why the profession developed a minimal intervention approach and to argue for the relevance of this approach to related contemporary media. 相似文献
228.
This article describes how the Manchester Metropolitan University Library delivers EndNote training to its academic staff and students through hands-on workshops and online tutorials. As the demand is user-led and the response extremely positive, the Library considers the provision of EndNote training as analogous to a ‘Trojan horse’ that allows the Library welcomed and unchallenged into the camp of the user. The Library has used the opportunity strategically and, consequently, has benefited in a number of ways, including improved communication with academic staff and increased awareness of library resources on the part of users. A short literature review is provided. 相似文献
229.
This article presents a theoretically grounded model of motivation and self-regulation that places personally valued future goals at its core. We attempt to integrate two lines of theorizing and research that have been relatively independent of one another: the social–cognitive perspective on self-regulation (e.g., Bandura, A., 1986) and theories of more future-oriented self-regulation (e.g., Markus, H., and Nurius, P., Am. Psychol. 41: 954–969, 1986; 1986; Nutin, J., Motivation, Planning, and Action: A Relational Theory of Behavior Dynamics, Erlbaum, Hillsdale, NJ, 1984; Raynor, J. O., Motivation and Achievement, Winston, & Sons, New York, Chap. 7, pp. 121–154, 1974). We argue that personally valued future goals influence proximal self-regulation through their impact in the development of proximal subgoals leading to future goal attainment. The development of a system of proximal subgoals increases the likelihood that proximal tasks are perceived as instrumental to attaining future goals. Proximal tasks that are perceived as instrumental to reaching personally valued future goals have greater overall incentive value and meaning than proximal tasks lacking this instrumental relationship, and their impact on task engagement is correspondingly greater. Research supporting these claims is reviewed and the implications of this model of future-oriented self-regulation for research and intervention are discussed. 相似文献
230.
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