全文获取类型
收费全文 | 1414篇 |
免费 | 22篇 |
专业分类
教育 | 1008篇 |
科学研究 | 93篇 |
各国文化 | 19篇 |
体育 | 151篇 |
文化理论 | 9篇 |
信息传播 | 156篇 |
出版年
2023年 | 14篇 |
2022年 | 9篇 |
2021年 | 12篇 |
2020年 | 32篇 |
2019年 | 51篇 |
2018年 | 47篇 |
2017年 | 62篇 |
2016年 | 52篇 |
2015年 | 36篇 |
2014年 | 42篇 |
2013年 | 348篇 |
2012年 | 37篇 |
2011年 | 34篇 |
2010年 | 35篇 |
2009年 | 28篇 |
2008年 | 34篇 |
2007年 | 35篇 |
2006年 | 31篇 |
2005年 | 21篇 |
2004年 | 24篇 |
2003年 | 25篇 |
2002年 | 17篇 |
2001年 | 15篇 |
2000年 | 20篇 |
1999年 | 19篇 |
1998年 | 14篇 |
1997年 | 13篇 |
1996年 | 15篇 |
1995年 | 8篇 |
1994年 | 12篇 |
1993年 | 13篇 |
1992年 | 18篇 |
1991年 | 12篇 |
1990年 | 19篇 |
1989年 | 13篇 |
1988年 | 9篇 |
1987年 | 6篇 |
1986年 | 13篇 |
1985年 | 16篇 |
1984年 | 11篇 |
1983年 | 8篇 |
1982年 | 12篇 |
1980年 | 12篇 |
1979年 | 12篇 |
1978年 | 13篇 |
1976年 | 8篇 |
1975年 | 7篇 |
1974年 | 7篇 |
1973年 | 11篇 |
1972年 | 8篇 |
排序方式: 共有1436条查询结果,搜索用时 15 毫秒
231.
Ted Glynn Beryl Clark Wendy Vaigro Susie Lawless 《International Journal of Disability, Development & Education》1984,31(3):209-222
Two preliminary studies explored the use of a self‐management strategy as a component of a training program for residential Child and Family Workers. The self‐management strategy comprised the Correspondence Training procedures of Risley (1977) and the formulation of specific implementation plans (Sanders & Glynn, 1981). Experiment 1 found that prompting staff to formulate plans of how they would implement target behaviour management skills and providing individual feedback on their performance in accordance with their plans resulted in gains in implementation of target skills; no gains in implementation resulted from Instruction and Group Feedback conditions alone. This experiment examined pooled data from 18 staff collected by regular time sampled observations. Experiment 2 introduced similar procedures in a multiple baseline design to four volunteer staff, each of whom selected two target behavioural skills from the training manual. The self‐management strategy resulted in clear gains in implementation of these self‐selected target skills by all four staff. Results are discussed in terms of the potential of the correspondence training paradigm and the formulation of specific implementation plans as an approach to on‐the‐job training of residential staff. 相似文献
232.
Conclusions One of the things particularly disturbing about managing our doctoral programs is the growing realization that our professionals
must be more highly trained than those working in the traditional social or physical sciences. It takes longer (and I suspect
it is more difficult) to produce the hybrid professional capable of and committed to contributing to educational practice.
Our students must be as knowledgeable as the doctoral candidate in (for example) psychology and in addition must acquire a
set of skills that deal with enhancing practice in a great variety of settings. It also is disturbing to realize that our
doctoral students probably won’t acquire this capability unless faculty members begin to model the skills and approaches they
expect their students to acquire.
I have consciously ignored a number of areas (curriculum, focus for courses and assessment, and delineation of desirable competencies
and performances). At the moment my concern is to communicate my strong belief that we must grow away from the training of
people primarily concerned with technical skills in developing instruction, evaluating programs, managing resource centers,
and producing films and television programs and focus on the training of people skilled in inquiring about problems and their
solutions. Presumably these people would be able to arrive at some solutions that would be useful regardless of their career
choices—research, development, production, and/or administration. All student activities involving the actual development
of instruction should be conducted in an atmosphere of constant inquiry and critical discussion of the usefulness of the concepts
being acquired and the process being employed. 相似文献
233.
The Relationship Between Counselors’ Multicultural Counseling Competence and Poverty Beliefs
下载免费PDF全文
![点击此处可从《Counselor Education & Supervision》网站下载免费的PDF全文](/ch/ext_images/free.gif)
The authors explored the relationship between counselors’ multicultural counseling competence (MCC), poverty beliefs, and select demographic factors. Results of hierarchical linear regressions indicate that MCC is predictive of counselor individualistic and structural poverty beliefs. Implications for counselor multicultural training and immersion and future research directions are included. 相似文献
234.
The object of this paper is to analyze some of the factors underlying differing levels of morale in university departments. Morale is conceived to be primarily a product of perceived department-head performance, although it is also suggested that environmental and satisfaction variables may be important. Morale is seen as a potential symptomatic attribute which might be used in diagnosing organizational difficulties. The authors did indeed find, using multiple discriminant analysis on departmentally aggregated data, that the perceived performance of department heads was more important in predicting levels of morale. In addition, department size was also found to be useful. The conclusions drawn were that morale could be used as a symptom of departmental (or organizational) well being and that such data could be useful to those managing department heads both in the selection of department heads and in their ongoing supervision.The authors were designated by Western Kentucky University to supervise the collection and analysis of the data described. The data were used with the permission of the Office of the President, Western Kentucky University. 相似文献
235.
Young Children''s Vulnerability to Self-Blame and Helplessness: Relationship to Beliefs about Goodness 总被引:8,自引:0,他引:8
Motivational helplessness, linked to conceptions of intelligence, has been well documented in older children. While some researchers have reported that children just starting school are motivationally invulnerable, others have found evidence of helplessness when these children encounter failure. The present study seeks to determine whether the reactions associated with helplessness can be identified in a new context, that of criticism, and whether any such responses are related to the child's conceptions of goodness. Subjects were 107 5- and 6-year-old children who enacted achievement situations in which teacher criticism was presented. The 39% of children whose own assessments were undermined by criticism exhibited the affect, task choices, and nonconstructive problem-solving strategies characteristic of helplessness. They were also more likely to make global negative self-judgments following criticism, including negative judgments of their goodness. Finally, these children were more likely to endorse stable and global beliefs about goodness. 相似文献
236.
237.
Craig Locatis James Charuhas Richard Banvard 《Educational technology research and development : ETR & D》1990,38(2):41-49
Methods for incorporating video in hypermedia programs are discussed in this article. Hypermedia is defined, and linear and
interactive video are contrasted. It is argued that hypermedia presents unique problems in knowledge representation affecting
video production, and that techniques are required differing from those for linear video and other forms of interactive video.
Suggestions are made for giving interactive video the “look and feel” of hypermedia that primarily involve condensing information
and accelerating presentation pace. They are based on the authors' experiences evaluating interactive media and creating “compressed”
video programs. Existing media and visual ability research is re-interpreted to support these interactive, “hypervideo” methods. 相似文献
238.
239.
Infants parse dynamic action 总被引:6,自引:0,他引:6
As observers of human behavior, infants are faced with a complex flow of motion in which pauses are rare and only occasionally coincide with boundaries between intentional actions. Two studies investigated whether, despite such complexity, 10- to 11-month-old infants (N = 16 for each study) possess skills for parsing ongoing behavior along boundaries correlated with the initiation and completion of intentions. After being familiarized with digitized sequences of continuous everyday action, infants showed renewed interest in test versions in which motion paused in the midst of an actor's pursuit of intentions (interrupting test videos). In contrast, pauses that suspended motion at intention boundary points (completing test videos) sparked no such renewed interest on infants' part. Moreover, basic salience differences between the two types of test videos were not the source of infants' increased interest when intentions were interrupted (Study 2). These findings demonstrate that infants readily detect disruptions of the structure inherent in intentional action, and hence parse ongoing behavior with respect to such structure. Such parsing skill is likely a prerequisite to the development of genuine intentional understanding. 相似文献
240.
Batsheva Guy Tziporah Feldman Caroline Cain Lauren Leesman Chara Hood 《Educational Action Research》2020,28(1):142-153
ABSTRACTWhile the ‘action’ portion of a Participatory Action Research (PAR) project is a crucial component of the process, action tends to be challenging to define, achieve, and measure. The current paper both defines and describes action within the context of a particular PAR collaboration and explores the process and challenges of navigating and implementing action in a PAR project. The specific PAR project detailed in this paper was executed within a higher education setting and involves a group of undergraduate women co-researchers studying their experiences in STEM (Science, Technology, Engineering, and Mathematics) fields. 相似文献