全文获取类型
收费全文 | 976篇 |
免费 | 19篇 |
专业分类
教育 | 708篇 |
科学研究 | 60篇 |
各国文化 | 14篇 |
体育 | 69篇 |
文化理论 | 10篇 |
信息传播 | 134篇 |
出版年
2023年 | 10篇 |
2022年 | 13篇 |
2021年 | 11篇 |
2020年 | 44篇 |
2019年 | 71篇 |
2018年 | 55篇 |
2017年 | 55篇 |
2016年 | 54篇 |
2015年 | 35篇 |
2014年 | 44篇 |
2013年 | 187篇 |
2012年 | 26篇 |
2011年 | 36篇 |
2010年 | 18篇 |
2009年 | 17篇 |
2008年 | 13篇 |
2007年 | 21篇 |
2006年 | 13篇 |
2005年 | 22篇 |
2004年 | 16篇 |
2003年 | 14篇 |
2002年 | 15篇 |
2001年 | 11篇 |
2000年 | 22篇 |
1999年 | 7篇 |
1998年 | 4篇 |
1997年 | 8篇 |
1996年 | 5篇 |
1995年 | 9篇 |
1994年 | 4篇 |
1993年 | 6篇 |
1992年 | 4篇 |
1991年 | 12篇 |
1990年 | 9篇 |
1989年 | 7篇 |
1988年 | 7篇 |
1987年 | 4篇 |
1986年 | 5篇 |
1985年 | 4篇 |
1981年 | 7篇 |
1979年 | 5篇 |
1976年 | 3篇 |
1974年 | 3篇 |
1973年 | 3篇 |
1970年 | 4篇 |
1969年 | 5篇 |
1968年 | 3篇 |
1966年 | 4篇 |
1860年 | 3篇 |
1859年 | 4篇 |
排序方式: 共有995条查询结果,搜索用时 15 毫秒
991.
Suzanne G. Margiano Kari A. Sassu Brittany A. Dale Jacqueline M. Caemmerer Melissa A. Bray Emily Peters 《Psychology in the schools》2023,60(2):441-451
Although federal law has provided guidelines for autism eligibility for special education, school-based autism assessment and eligibility vary widely across states and identification continues to lag behind national prevalence data. The main role of the school psychologist continues to be conducting evaluations for special education eligibility, and given current barriers, some school psychologists do not feel equipped to make a recommendation for autism eligibility. This article summarizes the barriers school psychologists face when conducting autism assessments in the schools, including systemic barriers, lack of training or professional development, resulting lack of confidence, among others. We conclude by highlighting recommendations for multipronged systemic changes that will improve the capacity of special education teams and specifically support the pivotal role of the school psychologist in conducting autism eligibility evaluations in the schools. 相似文献
992.
993.
Joshua Benjamin Jaffe Troy Gharibani Donald Joseph Bolger 《Mind, Brain, and Education》2023,17(2):93-97
Successful word problem performance often requires understanding the linguistic relations between characters and objects. However, the keyword method promotes associating specific words with mathematical operations while neglecting the situational context. Research has thoroughly investigated the detrimental effects of individuals associating relational terminology (e.g., “more”) with mathematical operations (e.g., “addition”). The current study expands upon this line of research by examining whether undergraduate students associate verbs with mathematical operations and if verbal associations affect word problem performance. Similar to relational terminology, the participants associated verbs with operations, which significantly impacted performance. The educational implications are discussed. 相似文献
994.
Johanna M. deLeyer-Tiarks Michael G. Li Michelle Levine-Schmitt Bryndis Andrade Melissa A. Bray Emily Peters 《Psychology in the schools》2023,60(2):495-506
The purpose of this review is to broadly identify technological advances in supports and evaluation for individuals on the autism spectrum. Literature review with commentary on the evolving technologies supporting and/or evaluating social-emotional, behavioral, academic, and cognitive domains. There has been an increasing synthesis of technology within the education domain. A growing body of research has investigated the potentiality and efficacy of technological interventions, specifically in the area of support for individuals on the autism spectrum. This growth must also factor in sustainability and feasibility to be practical within the school setting. Continued research is also necessary to ensure the equity of technology supporting individuals on the autism spectrum. 相似文献
995.