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41.
42.
The Pictorial Scale of Perceived Competence and Social Acceptance: Does It Work with Low-Income Urban Children? 总被引:5,自引:0,他引:5
John W. Fantuzzo Paul A. McDermott Patricia Holliday Manz Virginia R. Hampton Nancy Alvarez Burdick 《Child development》1996,67(3):1071-1084
The present study represents a twofold investigation wherein ( a ) the construct validity of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSA) and ( b ) the developmental appropriateness of the PSPCSA were empirically examined for urban Head Start children. Data were collected from a sample of 476 African-American children (48–64 months) representing children enrolled in a large metropolitan Head Start program. In the first study, neither replication of the test author's statistical procedures nor a series of exploratory factor analyses produced psychologically meaningful constructs. A second study tested the assumption that the PSPCSA administration format is developmentally appropriate for preschool children. Results from this study did not support the assumption that the PSPCSA is developmentally appropriate for preschool children. Implications for establishing valid assessment methods for urban Head Start children were discussed. 相似文献
43.
Virginia W. Berninger 《Annals of dyslexia》2001,51(1):21-48
The historical roots of the IQ-achievement discrepancy definition of learning disability are discussed as a reference point
for explaining why this definition came into being and why it is inadequate for dealing with the variety of learning and developmental
disabilities that present in school settings. A proposal is offered and justified for defining learning disabilities on the
basis of profiles for multiple developmental domains that affect learning. In this proposal, developmental dyslexia is differentiated
from other learning disabilities. Developmental dyslexia is defined as uneven development (dissociation) between word reading
and higher-level processes in the functional reading system. Dyslexics may struggle with word reading because of deficits
in phonological processes, orthographic-phonological connections, and/or fluency (rate, automaticity, or executive coordination).
The need for both national and international classification schemes for defining specific learning and developmental disabilities
for the purposes of educational services and research is emphasized.
Grant P50 33812-06 from the National Institute of Child Health and Human Development supported preparation of this article. 相似文献
44.
Brody GH Murry VM Gerrard M Gibbons FX Molgaard V McNair L Brown AC Wills TA Spoth RL Luo Z Chen YF Neubaum-Carlan E 《Child development》2004,75(3):900-917
A randomized prevention trial contrasted families who took part in the Strong African American Families Program (SAAF), a preventive intervention for rural African American mothers and their 11-year-olds, with control families. SAAF is based on a contextual model positing that regulated, communicative parenting causes changes in factors protecting youths from early alcohol use and sexual activity. Parenting variables included involvement-vigilance, racial socialization, communication about sex, and clear expectations for alcohol use. Youth protective factors included negative attitudes about early alcohol use and sexual activity, negative images of drinking youths, resistance efficacy, a goal-directed future orientation, and acceptance of parental influence. Intervention-induced changes in parenting mediated the effect of intervention group influences on changes in protective factors over a 7-month period. 相似文献
45.
A process model of writing development across the life span 总被引:4,自引:0,他引:4
Virginia W. Berninger Frances Fuller Dianne Whitaker 《Educational Psychology Review》1996,8(3):193-218
In this article, we provide an overview of writing development from a product perspective and from a process perspective. Then we discuss modifications of the most influential process model of skilled adult writing to explain beginning and developing writing, including a proposed developmental sequence of the emergence of cognitive processes in writing. Next we report the results of two recent dissertations by the second and third authors supervised by the first author aimed toward contrasting developmental issues: (a) specifying the algorithms or rules of thumb beginning and developing writers may use during on-line planning; and (b) investigating the further development of writing processes among skilled adult writers. In the first study, development was conceptualized as a linear process across age groups. In the second study, development was conceptualized as a horizontal process within skilled adult writers who expanded their expertise. Finally, we consider the developmental constraints and the instructional constraints on writing development and argue for a model of writing development in which endogenous and exogenous process variables interact to determine the outcome of the writing development process. 相似文献
46.
In the area of this study, teaching continues to provide the vast majority of formal sector jobs available to women. Within teaching, women's restricted access to training is addressed by AKES, whose programmes appear to meet women's immediate needs for localised training. Nevertheless, women remain largely unrepresented beyond the lowliest levels of the Service. This paper considers why this is so, and explores strategies for facilitating their professional and career development. It stresses the need for a contextualised, gender-aware approach to teacher education, and an avoidance of a simple correlation between girls' and women's education and their broader empowerment. 相似文献
47.
Melissa D. Deroche Barbara Herlihy Matthew L. Lyons 《Counselor Education & Supervision》2020,59(3):187-199
We explored the relationship between master's-level counseling students' (N = 285) disability competence, disability-related life experience, and multicultural course completion. Results indicated disability-related life experience and multicultural course completion may differentially affect self-perceived disability competence. Implications and recommendations for counselor training are discussed. 相似文献
48.
Leadelle Phelps Nancy Virginia Wallace Annie Bontrager 《Psychology in the schools》1997,34(3):245-252
In order to explore the possible confounding effects of age, race, sex, and socioeconomic status on developmental outcomes of prenatal cocaine exposure, two matched samples of preschoolers (20 children with cocaine/polydrug in utero exposure and 20 children with no prenatal drug exposure) were compared on the Stanford-Binet: 4th ed. (S-B: 4th ed.), Social Skills Rating System, Vineland Adaptive Behavior Scale—Survey Form, Preschool Language Scale: 3rd ed. (PLS: 3rd ed.), and the Child Behavior Checklist. None of the 40 children had attended or were currently enrolled in preschool programs. Both groups had scores approximately one standard deviation below the expected mean in social skills, auditory comprehension, and expressive language. Likewise, externalizing behavior difficulties were approximately one standard deviation above the mean for both groups. Results suggest in utero drug exposure had no independent impact on cognitive, social, language, and behavioral developmental outcomes when the confounding variables of age, ethnicity, gender, and SES were controlled. © 1997 John Wiley & Sons, Inc. 相似文献
49.
Work placement experience: should I stay or should I go? 总被引:1,自引:1,他引:0
The opportunity to experience work placements that complement taught and practical courses in higher education has become a central strand of many undergraduate degree programmes. While there is tacit agreement that such placements are a good thing, in recent years the numbers of students opting for work placements has been declining. This paper uses a mixed method research design to probe the learning outcomes, attitudes and perceptions of undergraduate students who choose not to go on a work placement. Findings highlight some areas of concern that could be considered by institutions of higher education working to enhance good practice in students’ work placement experiences. 相似文献
50.
Sherrie Lynne Lyons 《Science & Education》2010,19(4-5):445-459
Thomas Huxley more than anyone else was responsible for disseminating Darwin’s theory in the western world and maintained that investigating the history of life should be regarded as a purely scientific question free of theological speculation. The content and rhetorical strategy of Huxley’s defense of evolution is analyzed. Huxley argued that the classification of humans should be determined independent of any theories of origination of species. Besides providing evidence that demonstrated the close relationship between apes and humans, he also argued that a pithecoid ancestry in no way degraded humankind. In his broader defense of evolution he drew on his agnosticism to define what science could and could not explain. Theology made empirical claims and needed to be subject to the same standards of evidence as scientific claims. He maintained that even most scientific objections to evolution were religiously based. The objections to the theory fundamentally remain the same as in the nineteenth century and much can be learned from Huxley to develop effective strategies for educating the public about evolution. Huxley’s own scientific articles as well as his popular writings provide numerous examples that could be harnessed not only for the teaching of evolution, but also for understanding science as a process. 相似文献