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21.
The self-concept level of Black adolescents with African names was explored. Black males with and without African names were first identified. All participants and their parents were then administered the Terrell and Taylor Black Ideology Scale and the Coopersmith Self-Esteem Inventory. Differences between groups on the self-concept measures were then examined using a one way MANOVA with parents' scores on the self-concept measures serving as covariates. Significant differences were found between groups. Supplemental analyses revealed no differences between groups on the Coopersmith. However, adolescents with African names had significantly higher scores on the Black self-concept scales than did those without African names. 相似文献
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This study examined the effects of race of examiner and type of reinforcement upon the WISC-R performance of lower-class black children. A total of 120 black males were selected and assigned to either a white or black examiner to form two groups. Within each group, children were given no reinforcement, tangible reinforcement, traditional social reinforcement, or culturally relevant social reinforcement after each correct response. Children given tangible rewards, regardless of race of examiner, obtained significantly higher scores than did children given no reinforcement or children given traditional social reinforcement. Also, children given culturally relevant social reinforcement by a black examiner obtained significantly higher scores than did children given culturally relevant reinforcement by the white examiner. 相似文献
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Linda O'Neill Francis Guenette Andrew Kitchenham 《British Journal of Special Education》2010,37(4):190-197
Elementary and special education teachers and school counsellors currently provide support to children presenting learning disabilities and behavioural problems symptomatic of the more hidden diagnosis of complex trauma resulting from abuse or severe attachment disruption. Specific disorders such as attention deficit/hyperactivity disorder (AD/HD) may be diagnosed in such children, but not the aetiology of complex trauma, resulting in missing information in the development of remedial and behavioural interventions. The evolving field of trauma counselling provides important information to special education teachers and school counsellors who work with children who have experienced trauma. In this review article authors Linda O'Neill of the University of Northern British Columbia (UNBC), Francis Guenette who is a doctoral student at the University of Victoria and Andrew Kitchenham of the University of Northern British Columbia summarise attachment, neurobiological, and complex trauma research that can be used in school settings to understand better the needs of these children. They conclude by suggesting that teachers and school counsellors would benefit from training on the consequences of childhood trauma and attachment disruption to develop interventions that will be effective and to identify what types of behaviours children can control and those they cannot. 相似文献
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Dawn Francis 《International journal of qualitative studies in education》2013,26(4):583-601
Drawing on a wider ethnographic study of cross-cultural interaction in a Papua New Guinean tertiary institution, this paper examines the interactions occurring in staff meetings. While the cross-cultural context is important, there are patterns here that are illuminating for all who have participated in meetings in any context. Meetings are framed as ritual: stereotypic, quasi dramatic, repetitive behaviors that persevere and are valued regardless of what is actually achieved. Having access to prestigious forms of knowledge, along with the prerogative to determine which knowledge and discourse types may be legitimately drawn upon in the meeting frame, allows those with power to determine the rules. Perhaps more importantly, it allows them to treat these rules, once normalized, in a more flexible way than less knowledgeable participants. Those who have communication competence, as defined within this frame, not only exercise influence but determine others' ability to do so. Non-participants collude with this in their silence. Collusion sustains existing perceptions of power, knowledge, and competence. If there is a genuine desire for more equitable decision making in meetings, participants might begin by probing the rituals of their meetings. 相似文献
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Becky Francis 《International Studies in Sociology of Education》2013,23(2):157-172
Recent philosophical debates have questioned the bases of identity politics in educational research and elsewhere, drawing attention to complexity and diversity of identity. These arguments will be briefly rehearsed, with reference to feminist theory. The criticism that one facet of identity (e.g. gender) cannot be analysed in isolation from others has sometimes been addressed via the study of the 'intersection' or 'interaction' of these various facets. However, others have attacked such approaches, maintaining that such aspects of identity are inseparably intermeshed, and beyond analysis. The poststructuralist account of the self and diversity appears to offer an analytical approach which can address such problems, yet poststructuralist theory also problematises many of the fundamental assumptions underlying emancipatory research in education and elsewhere. This article seeks to debate these various issues, with reference to research in schools. It argues the validity of research concerning specific aspects of identity. Drawing on concepts from feminist theory and reader response criticism, it outlines an approach to such work which rejects the dualisms of relativism/realism, similarity/diversity. 相似文献
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Sofie Frederickx Francis Tuerlinckx Paul De Boeck David Magis 《Journal of Educational Measurement》2010,47(4):432-457
In this paper we present a new methodology for detecting differential item functioning (DIF). We introduce a DIF model, called the random item mixture (RIM), that is based on a Rasch model with random item difficulties (besides the common random person abilities). In addition, a mixture model is assumed for the item difficulties such that the items may belong to one of two classes: a DIF or a non-DIF class. The crucial difference between the DIF class and the non-DIF class is that the item difficulties in the DIF class may differ according to the observed person groups while they are equal across the person groups for the items from the non-DIF class. Statistical inference for the RIM is carried out in a Bayesian framework. The performance of the RIM is evaluated using a simulation study in which it is compared with traditional procedures, like the likelihood ratio test, the Mantel-Haenszel procedure and the standardized p -DIF procedure. In this comparison, the RIM performs better than the other methods. Finally, the usefulness of the model is also demonstrated on a real life data set. 相似文献
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