全文获取类型
收费全文 | 1062篇 |
免费 | 24篇 |
国内免费 | 1篇 |
专业分类
教育 | 923篇 |
科学研究 | 8篇 |
各国文化 | 11篇 |
体育 | 24篇 |
综合类 | 1篇 |
文化理论 | 2篇 |
信息传播 | 118篇 |
出版年
2023年 | 2篇 |
2022年 | 5篇 |
2021年 | 9篇 |
2020年 | 14篇 |
2019年 | 37篇 |
2018年 | 40篇 |
2017年 | 73篇 |
2016年 | 51篇 |
2015年 | 39篇 |
2014年 | 48篇 |
2013年 | 239篇 |
2012年 | 31篇 |
2011年 | 34篇 |
2010年 | 38篇 |
2009年 | 39篇 |
2008年 | 29篇 |
2007年 | 37篇 |
2006年 | 29篇 |
2005年 | 35篇 |
2004年 | 32篇 |
2003年 | 16篇 |
2002年 | 15篇 |
2001年 | 21篇 |
2000年 | 24篇 |
1999年 | 12篇 |
1998年 | 13篇 |
1997年 | 18篇 |
1996年 | 10篇 |
1995年 | 15篇 |
1994年 | 8篇 |
1993年 | 12篇 |
1992年 | 8篇 |
1991年 | 5篇 |
1990年 | 7篇 |
1989年 | 4篇 |
1987年 | 5篇 |
1986年 | 4篇 |
1985年 | 5篇 |
1984年 | 2篇 |
1983年 | 2篇 |
1982年 | 4篇 |
1981年 | 2篇 |
1980年 | 3篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 2篇 |
1974年 | 3篇 |
1973年 | 1篇 |
1968年 | 1篇 |
1915年 | 1篇 |
排序方式: 共有1087条查询结果,搜索用时 15 毫秒
41.
42.
43.
44.
45.
46.
Peer Group Norms and Accountability Moderate the Effect of School Norms on Children's Intergroup Attitudes
下载免费PDF全文
![点击此处可从《Child development》网站下载免费的PDF全文](/ch/ext_images/free.gif)
The present study examined the interactive effects of school norms, peer norms, and accountability on children's intergroup attitudes. Participants (n = 229) aged 5–11 years, in a between‐subjects design, were randomly assigned to a peer group with an inclusion or exclusion norm, learned their school either had an inclusion norm or not, and were accountable to either their peer group, teachers, or nobody. Findings indicated, irrespective of age, that an inclusive school norm was less effective when the peer group had an exclusive norm and children were held accountable to their peers or teachers. These findings support social identity development theory (D. Nesdale, 2004, 2007), which expects both the in‐group peer and school norm to influence children's intergroup attitudes. 相似文献
47.
48.
Sue Thomas Jayne Keogh Steve Hay 《Discourse: Studies in the Cultural Politics of Education》2015,36(3):452-463
Recent education policy places a heavy emphasis on parents in relation to students' success at school. This paper explores how parents and teachers account for school success. Using membership categorisation analysis, it interrogates data collected in different interview situations across sites over a period of 20 years. The analysis shows how parents and teachers use talk as moral work to conversationally constitute particular agreed versions of the category ‘parent’. This category is interactively assembled through the use of category-bound attributes that construct deficit discourses of parents that explain student achievement. The analysis demonstrates that parents are complicit with teachers in producing versions of being a good parent wherein they are held responsible for their children's school success and that minimises the responsibility of the school. These findings raise questions both about who is responsible for schooling and about current contradictory policy emphases on parent and teacher responsibility for school success. 相似文献
49.
Rachael Davis Georgina Donati Kier Finnegan James P. Boardman Bethan Dean Sue Fletcher-Watson Gillian S. Forrester 《Child development》2022,93(4):869-880
Visual field biases have been identified as markers of atypical lateralization in children with developmental conditions, but this is the first investigation to consider early lateralized gaze behaviors for social stimuli in preterm infants. Eye-tracking methods with 51 preterm (33 male, 92.1% White) and 61 term-born (31 male, 90.1% White) infants aged 8–10 months from Edinburgh, UK, captured the development of visual field biases, comparing gaze behavior to social and non-social stimuli on the left versus right of the screen. Preterm infants showed a significantly reduced interest to social stimuli on the left versus right compared to term children (d = .58). Preterm children exhibit early differential orienting preferences that may be an early indicator of atypical lateralized function. 相似文献
50.