全文获取类型
收费全文 | 378篇 |
免费 | 8篇 |
国内免费 | 1篇 |
专业分类
教育 | 248篇 |
科学研究 | 19篇 |
各国文化 | 7篇 |
体育 | 72篇 |
综合类 | 1篇 |
文化理论 | 6篇 |
信息传播 | 34篇 |
出版年
2023年 | 1篇 |
2022年 | 4篇 |
2021年 | 3篇 |
2020年 | 12篇 |
2019年 | 21篇 |
2018年 | 28篇 |
2017年 | 13篇 |
2016年 | 24篇 |
2015年 | 16篇 |
2014年 | 15篇 |
2013年 | 83篇 |
2012年 | 17篇 |
2011年 | 24篇 |
2010年 | 12篇 |
2009年 | 10篇 |
2008年 | 14篇 |
2007年 | 8篇 |
2006年 | 9篇 |
2005年 | 14篇 |
2004年 | 4篇 |
2003年 | 6篇 |
2002年 | 4篇 |
2001年 | 4篇 |
2000年 | 1篇 |
1999年 | 5篇 |
1998年 | 5篇 |
1997年 | 2篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1992年 | 1篇 |
1991年 | 3篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 3篇 |
1987年 | 1篇 |
1986年 | 3篇 |
1982年 | 2篇 |
1980年 | 1篇 |
1979年 | 2篇 |
1977年 | 1篇 |
1976年 | 2篇 |
1921年 | 1篇 |
排序方式: 共有387条查询结果,搜索用时 15 毫秒
381.
The three current models of identifying learning disabilities: discrepancy model, RtI, and Componential Model of reading are discussed in terms of their utility. 相似文献
382.
Margrete Skar Line Camilla Wold Vegard Gundersen Liz O’Brien 《Journal of Adventure Education & Outdoor Learning》2016,16(3):239-255
Based on a nationwide Norwegian survey among 3160 parents of children aged 6–12 years, this article identifies and discusses barriers for children’s engagement with nearby nature. A set of social factors related to time pressure are evaluated as more significant barriers than environmental factors such as accessibility, safety and landscape quality. Children’s free play in nearby nature does not seem to be an alternative to a target-orientated and time-scheduled everyday life. Instead, parents give themselves, other adults and public institutions more responsibility to stimulate increased nature contact. Despite strong traditions in outdoor life and good accessibility to nearby nature, social and cultural trends seem to influence children’s engagement with nature in the same way in ‘Green Norway’ as it does in many other European countries. Implications of the findings are discussed in terms of policy and promotion according to nature management and adults’ roles. 相似文献
383.
Aaron J Fischer William P. Erchul Brandon K. Schultz 《Journal of educational and psychological consultation》2018,28(3):249-254
ABSTRACTIn this lead-in article, we define teleconsultation as the delivery of consultative services through videoconferencing and other technologies. We then describe the emergence and potential positive impact of teleconsultation in schools. Finally, we introduce the articles that make up this special issue of the Journal of Educational and Psychological Consultation. 相似文献
384.
Brandon K. Schultz Kimberly A Zoder-Martell Aaron Fischer Melissa A Collier-Meek William P Erchul Alexander M Schoemann 《Journal of educational and psychological consultation》2018,28(3):279-296
ABSTRACTSchool psychologists report a desire to increase consultation with teachers but are limited by competing job demands. Consultation via videoconference (i.e., teleconsultation) offers one possible means of increasing consultant availability to teachers, but little is known about the acceptability of this technology in actual practice. In this exploratory study, we conducted an online survey to assess the conditions under which school consultants would use teleconsultation to assist teachers remotely. Sixty-two school psychology practitioners, trainers, and trainees completed a choice-based conjoint survey designed to assess teleconsultation acceptability in the context of varying commute times, consultee comfort levels, and student problem severities. Findings suggest important differences in teleconsultation acceptability in the context of real-world tradeoffs. Implications of these results are discussed, as well as the potential for using conjoint analysis to better understand technology decisions among school consultants. 相似文献
385.
Therese?KeaneEmail author William?F.?Keane Aaron?S.?Blicblau 《Education and Information Technologies》2016,21(4):769-781
Educators, government bodies and employers have acknowledged the need for modern learners to acquire 21st century skills using information and communication technologies, to personalise student learning. Students need broader skills than the 3Rs (reading, writing and arithmetic) to operate in the 21st century. These broader skills known as the 4Cs include: creativity, communication, collaboration and critical thinking. The use of information and communication technologies is crucial in developing the 4Cs in conjunction with understanding how learning takes place. However, simply using technology does not guarantee that deep learning will occur. The use of technology needs to align and adapt with our knowledge of learning to be able to operate in a transformative space. This paper is designed to link the understandings of deep learning, 21st century skills and appropriate use of information and communication technologies to provide direction to educators who wish to lead in a technological environment of change. 相似文献
386.
Aaron Kindsvatter Darcy Haag Granello Jill Duba 《Counselor Education & Supervision》2008,47(3):179-192
During periods of uncertainty or psychological distress, a supervisee may encounter or develop rigid or unhelpful thinking patterns that could delay development by promoting discouraging realities and experiences. Such cognitive experiences often are so subtle that they occur outside of the supervisee's immediate awareness. This article explores how the cognitive model of counseling could be used in supervision as a guide to help the supervisor and supervisee discover and modify negative thought processes. 相似文献
387.
Disclosure and secrecy in adolescent-parent relationships 总被引:3,自引:0,他引:3
Beliefs about parents' legitimate authority and adolescents' obligations to disclose to parents and actual disclosure and secrecy in different domains were examined in 276 ethnically diverse, lower middle-class 9th and 12th graders (Ms=14.62 and 17.40 years) and their parents (n=249). Adolescents were seen as more obligated to disclose prudential issues and less obligated to disclose personal than moral, conventional, and multifaceted issues; parents viewed adolescents as more obligated to disclose to parents than adolescents perceived themselves to be. Adolescents disclosed more to mothers than to fathers, particularly regarding personal issues, but mothers overestimated girls' disclosure. Greater trust, perceived obligations to disclose, and, for personal issues, more parental acceptance and psychological control predicted more disclosure and less secrecy. 相似文献