全文获取类型
收费全文 | 294篇 |
免费 | 3篇 |
专业分类
教育 | 260篇 |
科学研究 | 1篇 |
各国文化 | 1篇 |
体育 | 8篇 |
文化理论 | 1篇 |
信息传播 | 26篇 |
出版年
2023年 | 2篇 |
2021年 | 1篇 |
2020年 | 6篇 |
2019年 | 9篇 |
2018年 | 6篇 |
2017年 | 7篇 |
2016年 | 9篇 |
2015年 | 9篇 |
2014年 | 13篇 |
2013年 | 76篇 |
2012年 | 10篇 |
2011年 | 14篇 |
2010年 | 5篇 |
2009年 | 8篇 |
2008年 | 11篇 |
2007年 | 11篇 |
2006年 | 7篇 |
2005年 | 3篇 |
2004年 | 12篇 |
2003年 | 7篇 |
2002年 | 10篇 |
2001年 | 5篇 |
2000年 | 1篇 |
1999年 | 5篇 |
1997年 | 2篇 |
1996年 | 5篇 |
1995年 | 3篇 |
1994年 | 9篇 |
1993年 | 3篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1990年 | 3篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1986年 | 3篇 |
1985年 | 2篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1980年 | 1篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1973年 | 1篇 |
1969年 | 1篇 |
1968年 | 1篇 |
1961年 | 1篇 |
1940年 | 1篇 |
排序方式: 共有297条查询结果,搜索用时 46 毫秒
171.
Emotion-Related Parenting Styles (ERPS): A Short Form for Measuring Parental Meta-Emotion Philosophy
Ashley D. Paterson Amy Camodeca Jacqueline Goodwin Julie Hakim-Larson Sylvia Voelker 《Early education and development》2013,24(4):583-602
Research Findings: Parents’ meta-emotion philosophy guides their approach to teaching their children about emotions (J. M. Gottman, L. F. Katz, &; C. Hooven, 1997) and is measured with the Emotion-Related Parenting Styles Self-Test–Likert (Gottman et al., 1997, modified by J. Hakim-Larson, A. Parker, C. Lee, J. Goodwin, &; S. Voelker, 2006). The purpose of this study was to explore the underlying structure of this measure, develop a short form, and assess its psychometric properties. In a sample of 107 parents of typically developing children, principal factor extraction with a direct oblimin rotation (delta = 0) identified 3 factors: emotion coaching, parental acceptance of negative emotion, and parental rejection of negative emotion. In a sample of 107 parents of children with developmental disabilities, a 4th factor was identified: feelings of uncertainty/ineffectiveness in emotion socialization. The 4-factor, 20-item short form showed good validity and reliability, with Cronbach's alphas ranging from .70 to .80. Practice or Policy: This short form is a practical means of assessment and may be used to identify parents of typically developing children who perceive similar challenges with their children's emotions as do parents who have children with developmental disabilities. The discussion centers on potential emotion-related parenting practices and the identification of children at risk for emotion regulation difficulties. 相似文献
172.
Sylvia Defior 《Cultura y Educación》2013,25(17):3-14
La autora parte de una grave divergencia entre lo que se hace y lo que se debería hacer en la enseñanza de la lectura. Mientras la mayoría de los programas educativos trabajan hoy en actividades de papel y lápiz de aspectos perceptivos, la investigación actual atribuye a estos aspectos una importancia relativa y en cambio una influencia predominante a los aspectos psicolingüísticos, apenas trabajados por los maestros. El artículo fundamenta este análisis y propone un cambio didáctico en la introducción a la lectura hacia un trabajo sistemático de las habilidades fonológicas. 相似文献
173.
Hiu Wo Chan Daniel Fu Keung Wong Sylvia Lai Yuk Ching Kwok Herman Hay Ming Lo Ting Kin Ng 《Journal of Research in Special Educational Needs》2023,23(3):228-243
This study examined the effects of cognitive behavioural therapy (CBT), mindful yoga and positive psychology interventions and identified common psychotherapeutic elements that exert critical treatment effects on Hong Kong Chinese students with special educational needs (SENs). Forty-seven participants received CBT intervention while 42 and 41 participants received mindful yoga and positive psychology interventions, respectively (N = 130). Mixed ANOVAs revealed no significant interaction effect between time and intervention condition on any outcome variables. However, within-subjects ANOVA revealed significant improvements in some dimensions within each intervention, including areas of behavioural problems, positive feelings and positive relationships. Changes in negative automatic thoughts were also found to lessen negative emotions in all three interventions. This study ascertained the differential effects of the selected approaches in ameliorating negative emotion, reducing behavioural problems and enhancing positive relationships among students with SENs in various treatment approaches. In addition, this study highlighted several common psychotherapeutic elements, which could potentially serve as important factors and constitute the formulation of an integrative psychotherapeutic framework for enhancing the well-being of students with SENs in Hong Kong. Finally, implications for practice and the possible development of an integrative intervention model were discussed. 相似文献
174.
Sylvia Ya-Hsuan Yang Stephanie Sanders-Smith 《The International Journal of Art & Design Education》2023,42(3):454-468
This intrinsic case study examines art museum learning of elementary school students during a week-long visit at the Mackenzie Art Museum. Museums are informative institutions that provide opportunities for visitors to engage with self, others, and society. It is a unique place for visitors to learn beyond classroom settings. This project aims to analyse the discourse around art and understand how young learners utilise discourse as tools to make meaning during art museum visits. By examining learners' dialogues, the research investigated a meaning-making framework that incorporates strategies for negotiating insights in art museums. This study includes approximately 12 hours of video-recorded data and student artefacts. The data suggests learners engage and form new meanings through building and negotiating discourses with peers and museum educators. Different discourses and knowledge are valued and reinforced by members of the group. This study addresses the gap in children's meaning-making during art museum visits, illustrating their strategies to construct knowledge and bridge connections. 相似文献
175.
Sylvia Pantaleo 《English in Education》2015,49(2):113-129
176.
Diversifying Science: Underrepresented Student Experiences in Structured Research Programs 总被引:1,自引:0,他引:1
Sylvia Hurtado Nolan L. Cabrera Monica H. Lin Lucy Arellano Lorelle L. Espinosa 《Research in higher education》2009,50(2):189-214
Targeting four institutions with structured science research programs for undergraduates, this study focuses on how underrepresented
students experience science. Several key themes emerged from focus group discussions: learning to become research scientists,
experiences with the culture of science, and views on racial and social stigma. Participants spoke of essential factors for
becoming a scientist, but their experiences also raised complex issues about the role of race and social stigma in scientific
training. Students experienced the collaborative and empowering culture of science, exhibited strong science identities and
high self-efficacy, while developing directed career goals as a result of “doing science” in these programs. 相似文献
177.
178.
179.
180.