全文获取类型
收费全文 | 643篇 |
免费 | 20篇 |
专业分类
教育 | 513篇 |
科学研究 | 45篇 |
各国文化 | 7篇 |
体育 | 22篇 |
文化理论 | 3篇 |
信息传播 | 73篇 |
出版年
2022年 | 5篇 |
2021年 | 9篇 |
2020年 | 8篇 |
2019年 | 16篇 |
2018年 | 22篇 |
2017年 | 26篇 |
2016年 | 18篇 |
2015年 | 15篇 |
2014年 | 17篇 |
2013年 | 126篇 |
2012年 | 14篇 |
2011年 | 15篇 |
2010年 | 12篇 |
2009年 | 17篇 |
2008年 | 15篇 |
2007年 | 14篇 |
2006年 | 11篇 |
2005年 | 12篇 |
2004年 | 8篇 |
2003年 | 13篇 |
2002年 | 15篇 |
2001年 | 8篇 |
2000年 | 6篇 |
1999年 | 7篇 |
1998年 | 6篇 |
1997年 | 9篇 |
1995年 | 4篇 |
1994年 | 11篇 |
1993年 | 10篇 |
1992年 | 8篇 |
1991年 | 6篇 |
1990年 | 6篇 |
1987年 | 5篇 |
1986年 | 9篇 |
1985年 | 12篇 |
1984年 | 6篇 |
1983年 | 11篇 |
1982年 | 9篇 |
1981年 | 10篇 |
1980年 | 19篇 |
1979年 | 11篇 |
1978年 | 7篇 |
1977年 | 4篇 |
1976年 | 11篇 |
1974年 | 8篇 |
1973年 | 4篇 |
1972年 | 5篇 |
1971年 | 4篇 |
1968年 | 3篇 |
1967年 | 3篇 |
排序方式: 共有663条查询结果,搜索用时 15 毫秒
591.
592.
W J White 《Journal of learning disabilities》1992,25(7):448-456
Recent research on the adult status of individuals with learning disabilities was reviewed. It was found that learning disabilities persist into adulthood, that manifestations of learning disabilities in adulthood are different than in childhood, and that many adults with learning disabilities are not independent or self-sufficient. These findings are related to the changes American society is currently undergoing, particularly changes in the workplace. Implications for teachers are discussed. 相似文献
593.
Julia M. White Siqi Li Christine E. Ashby Beth Ferri Qiu Wang Paul Bern 《Educational Studies A Journal of the American Educational Studies Association》2019,55(4):453-472
Lack of access to general education for students with disabilities, particularly students with extensive support needs, students of color, and students from low-income households, reflects continued educational inequities for multiply marginalized students. Here, we present findings of a geospatial analysis of the intersections of race, socioeconomic status, disability labels, and levels of inclusion for students with disabilities in an urban school district, serving primarily students of color. Findings show trends in segregated placements mirroring historical redlining practices, suggesting the persistence of racial segregation that is enacted systematically and systemically via special education placements, disability categories, and geography. Results suggest the need to examine student-level placement data in the context of race, class, disability label, and space to identify and address inequities in access to inclusive schooling. 相似文献
594.
Three experiments investigated whether production of low-frequency spellings could be influenced by other words containing
those spellings. Participants saw visually-presented primes (Experiment 1) or heard primes presented auditorily and produced
their spelling (Experiments 2 and 3). Primes either shared both orthography and phonology (e.g., chapl
ai
n) or only orthography (e.g., ord
ai
n) with the target word (e.g., porcel
ai
n). Following the primes, participants attempted to produce the correct spellings of auditorily-presented target words containing
low-frequency spellings, such as the ai in porcelain. Participants correctly spelled the targets’ low-frequency spelling more often when preceded by either type of prime, relative
to unprimed targets. Furthermore, priming only occurred when the prime’s spelling was produced correctly; primes spelled incorrectly
reduced the correct production of target spellings. These results suggest that unlike the priming of nonwords, the basis of
lexical priming of real words is orthographic, resulting from the priming of specific graphemes that increases the probability
of reactivating the same spelling pattern in the target.
相似文献
Lise AbramsEmail: |
595.
Margaret‐Ellen Pipe Selina Redman K. Geoffrey White 《International Journal of Disability, Development & Education》1983,30(2):143-150
Seven IH children attending a special school were integrated into a mainstream school on a part‐time basis over a period of 18 weeks. Effects were evaluated using behavioural measures of activity participation and social interactions during class time and free‐play periods in both the mainstream school and the special school which the children continued to attend. Compared to IH children who remained in the special school, the integrated children showed larger increases in Associative play in the special school free‐play period, but no differential change in classroom behaviour. In the mainstream school, social interactions between IH and non‐handicapped children occurred at high levels in both class and playground periods. 相似文献
596.
Ethnic Socialization in Neighborhood Contexts: Implications for Ethnic Attitude and Identity Development Among Mexican‐Origin Adolescents
下载免费PDF全文
![点击此处可从《Child development》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Rebecca M. B. White George P. Knight Michaeline Jensen Nancy A. Gonzales 《Child development》2018,89(3):1004-1021
Neighborhood Latino ethnic concentration, above and beyond or in combination with mothers' and fathers' ethnic socialization, may have beneficial implications for minority adolescents' ethnic attitude and identity development. These hypotheses, along with two competing hypotheses, were tested prospectively (from = 12.79–15.83 years) in a sample of 733 Mexican‐origin adolescents. Neighborhood ethnic concentration had beneficial implications for ethnic identity processes (i.e., ethnic exploration and perceived peer discrimination) but not for ethnic attitudes. For Mexico‐born adolescents, high maternal ethnic socialization compensated for living in neighborhoods low on ethnic concentration. Findings are discussed vis‐à‐vis the ways in which they address major gaps in the neighborhood effects literature and the ethnic and racial identity development literature. 相似文献
597.
Julie White 《International Journal of Inclusive Education》2017,21(11):1142-1155
ABSTRACTThe systematic exclusion of asylum seekers from Australian higher education reveals much about present day Australia. This essay begins with a brief context and outline of the international refugee crisis and Australia’s reaction. Next, consideration is given to how this nation has identified itself historically and how it has behaved in recent times towards refugees. Australia’s values are then discussed in relation to those of Canada, a similar country in many ways. With this context established, this article then turns to examine the specific issue of access to higher education for young people seeking asylum. Implications of this exclusion and what it means for national identity is discussed. Arendt’s theory of bureaucratic indifference is employed to interpret and understand Australia’s behaviour. The main contribution of this article is the connections made between asylum seekers, educational exclusion, higher education, national identity and Arendt’s theory, that may have application in other contexts. 相似文献
598.
Michael White 《Distance Education》1982,3(2):255-278
Distance education, usually described in Australia as ‘external studies’ has a long history in Australian universities, although the situation since about 1965 has been marked by very considerable new development in all tertiary institutions. No longer is external study the very courageous innovation it was when the University of Queensland established a Department of Correspondence Studies in 1911; indeed it has become a very significant feature of Australian higher education generally. Reasons behind the introduction and expansion of external study extend beyond simply meeting the needs of people in rural areas, though these were important in the early stages. This article considers the wider policy issues affecting developments in Australian states, while also drawing attention to previously undocumented proposals in the nineteen thirties that established a base from which post‐World War II policy has been derived. 相似文献
599.
Cara Streit Gustavo Carlo George P. Knight Rebecca M.B. White Sahitya Maiya 《Child development》2021,92(4):e383-e397
We examined the longitudinal relations among parental socialization practices—including acceptance or harsh parenting and ethnic socialization—ethnic identity, familism, and prosocial behaviors in a sample of U.S. Mexican youth. Participants included 462 U.S. Mexican adolescents (Mage at Wave 1 = 10.4 years old; 48.1% female), their mothers, and fathers at the 5th, 7th, 10th, and 12th grades. Results showed that maternal and paternal ethnic socialization predicted several forms of prosocial behaviors via ethnic identity and familism. Fathers’, but not mothers’, harsh parenting and acceptance had direct links to specific forms of prosocial behaviors. This study suggests the need for culturally informed theories that examine the reciprocal relations between two distinct domains of cultural socialization. 相似文献
600.
Dan Remenyi Terry White Michael Sherwood-Smith 《International Journal of Information Management》1997,17(6):421-435
This paper proposes a post-modern way of thinking about the development and the management of information systems and especially information systems development. The paper proposes a framework for a co-evolutionary or co-creation approach to information systems development and management incorporating all the main stakeholders. 相似文献