全文获取类型
收费全文 | 132篇 |
免费 | 3篇 |
专业分类
教育 | 85篇 |
科学研究 | 14篇 |
各国文化 | 4篇 |
体育 | 8篇 |
综合类 | 1篇 |
文化理论 | 5篇 |
信息传播 | 18篇 |
出版年
2020年 | 1篇 |
2019年 | 2篇 |
2018年 | 5篇 |
2017年 | 3篇 |
2016年 | 3篇 |
2015年 | 3篇 |
2014年 | 4篇 |
2013年 | 22篇 |
2012年 | 2篇 |
2011年 | 1篇 |
2010年 | 8篇 |
2009年 | 2篇 |
2008年 | 2篇 |
2007年 | 4篇 |
2006年 | 1篇 |
2005年 | 5篇 |
2003年 | 2篇 |
2002年 | 4篇 |
2001年 | 1篇 |
2000年 | 2篇 |
1999年 | 2篇 |
1998年 | 2篇 |
1997年 | 1篇 |
1996年 | 1篇 |
1995年 | 2篇 |
1994年 | 1篇 |
1993年 | 3篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1990年 | 1篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1987年 | 5篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 2篇 |
1980年 | 1篇 |
1979年 | 2篇 |
1978年 | 3篇 |
1977年 | 7篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1972年 | 1篇 |
1969年 | 2篇 |
1951年 | 1篇 |
1924年 | 1篇 |
1923年 | 1篇 |
1920年 | 3篇 |
1919年 | 1篇 |
排序方式: 共有135条查询结果,搜索用时 0 毫秒
21.
The perceptions, knowledge, and opinions of 104 teachers of students with learning disabilities regarding medication used with their students were investigated. The students' doctors were perceived as the professionals primarily responsible for making the decision to have the student either placed on or taken off medication. The teachers indicated that global impressions and direct behavioral observations were used to assess the effects of medication but that they would prefer to use behavioral observations and rating scales. Hyperactivity and delusions/hallucinations were perceived as the problems most likely to lead to medication. Less than 15% of the teachers indicated that their professional preservice training had provided them with sufficient information on the use of medication for children with behavior problems, and less than 20% had a similar opinion regarding their inservice training on the same topic. 相似文献
22.
This study evaluated a 2‐week residential program aimed at enhancing the science interest and persistence of high‐achieving 8th‐grade girls. Questionnaires were administered to 38 program participants (14 of whom were of minority ethnicity) and 173 applicants who did not attend the program, at 3 time points: preprogram, 1 year postprogram, and 4 years postprogram. Outcomes, measured postprogram, included science self‐concept and interest, persistence and aspirations in science, science activities, science course‐taking in high school, and plans for a science college major. There was no main effect of program participation on any of the outcome measures, but a significant Participation × Ethnicity interaction effect occurred for all but one of the outcome variables. At Time 2, and especially Time 3, nonminority participants tended to have the most positive outcomes, whereas minority participants tended to have the most negative outcomes, compared with applicants. Post hoc analyses showed that although nonminority girls overall were more advantaged, this difference did not explain results. Several interpretations for these findings are discussed, the most likely that some global feature of the program, not any intervention component, interacted over time with the girls' postprogram experience. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 393–414, 2003 相似文献
23.
Richard G. Epstein 《Ethics and Information Technology》1999,1(3):227-236
This is a review of Hans Moravec's book, Robot: Mere Machine to Transcendent Mind. This review raises three categories of questions relating to Moravec's vision of the future. First, there are the ethical and social implications issues implicit in robotics research. Second, there are the soul issues, which especially relate to the prospect of the demoralization of human beings. Third, there is the issue as to whether a robot could ever be a sentient being. 相似文献
24.
25.
26.
Addressing the reasons for—and the solutions to—the “digital divide” has been on the public agenda since the emergence of the Internet. However, the term has meant quite different things, depending on the audience and the context, and these competing interpretations may in fact orient toward different policy outcomes. The goals of this article are twofold. First, the authors unpack the term “digital divide” and examine how it has been deployed and interpreted across a range of academic and policy discourses. Second, through a framing experiment embedded within a nationally representative survey, the authors demonstrate how presenting respondents with two different conceptual frames of the digital divide may lead to different perceptions of who is most accountable for addressing the issue. From this, they discuss the dynamic relationship between the construction and communication of policy discourse and the public understanding of the digital divide, as well as implications for effective communication about the digital divide and information and communication technology policy to the general public. 相似文献
27.
Erkko Tapio Sointu Hannu Savolainen Matthew C. Lambert Kristiina Lappalainen Michael H. Epstein 《European Journal of Psychology of Education - EJPE》2014,29(1):1-19
When rating scales are used in different countries, thorough investigation of the psychometric properties is needed. We examined the internal structure of the Finnish translated Behavioral and Emotional Rating Scale-2 (BERS-2) using Rasch and confirmatory factor analysis approaches with a sample of youth, parents, and teachers. The results suggested that the Finnish translated BERS-2 has acceptable measurement properties and is suitable for use in Finnish schools. Results highlighted the issue that there is a need to consider cross-cultural aspects when introducing new measures in another culture. Directions for future research are also discussed in light of present findings. 相似文献
28.
The purpose of the present study was to determine the value of DRL schedules in reducing the behavior of a group of behaviorally disordered children. During the DRL procedure, reinforcement was made available for inappropriate language that was less than a prescribed limit for each day. When the DRL limit was successively decreased across weeks, the behavior of the students systematically decreased. Data indicated that reinforcing low rates of behavior may be an effective alternative to the use of aversive contingencies to reduce the misbehavior of such children. 相似文献
29.
30.