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The effects of group dependent and group interdependent reinforcement contingencies on the level of socially appropriate behaviors emitted by emotionally handicapped elementary school students were examined. The investigation employed an ABAC design with a systematic replication (ACAB) across a second classroom. The findings suggested that: (a) Both group dependent and group interdependent reinforcement contingencies were effective in incieasing the level of socially appropriate behaviors. (b) For Classroom II, group interdependent reinforcement contingencies more often resulted in higher rates of responding for individual subjects than did group dependent reinforcement contingencies. (c) Group interdependent contingencies were shown to set the occasion for cooperative behavior among class members designed to help each other achieve individual but interdependent goals. 相似文献
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This study highlights the unique accommodations integral to welcoming transgender library patrons. Research shows transgender people have unique needs which differ from lesbian, gay, bisexual, and queer (LGBQ) individuals, and experience substantial barriers to obtaining quality library service. Most studies in the past exploring the needs of lesbian, gay, bisexual, and transgender library users focused exclusively on LGBQ users. This study surveyed adult transgender individuals (n = 102) with an online questionnaire. The majority of participants were white, designated female at birth, and under 40 years old. Survey respondents needed libraries to make accommodations for them to feel safe (p < 0.001). The top 5 accommodations needed were recent transgender literature, gender identity or expression as part of library nondiscrimination policy, gender neutral, single-stall bathrooms where a key did not need to be requested, recent LGBQ literature), and an established remote process for name change. 相似文献
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Stephanie M. Curenton Shana E. Rochester Jacqueline Sims Nneka Ibekwe-Okafor Iheoma U. Iruka Arlene G. García-Miranda Jessica Whittaker 《Child development》2022,93(3):681-698
This study used secondary data from the My Teaching Partner-Math/Science 2013–2016 randomized control trial to explore whether equitable sociocultural classroom interactions (see Curenton et al., 2019) were associated with the skills of 105 four- and five-year-olds (52% boys; drawn from 20 unique video recordings of preschool teachers/classrooms; 43% were Black, Latine, Asian, or other racially marginalized learners). Equitable interactions predicted children's skills with effect sizes ranging from small (0.01–0.44) to large (1.00). Moderation analyses revealed that when classrooms had more racially marginalized learners, teachers’ use of equitable disciplinary and personalized learning practices were associated with higher executive functioning gains across prekindergarten. Findings illustrate how classroom composition can be a key indicator between equitable classroom interactions and young children's early skills. 相似文献
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The roles of person familiarity and parental involvement in 3.5-month-old infants' sensitivity to the dynamic emotion expressions of others were explored. In the home, parental facial/vocal expressions (happy, sad, angry) were videotaped, and measures of parent-infant involvement were obtained. In the laboratory, 32 infants alternately viewed their mother and father and an unfamiliar woman and man portraying expressions in an intermodal preference task. Infants looked differentially at mothers' expressions but not at those of fathers or unfamiliar adults. Examination of parent-child involvement patterns revealed significant relations with infants' sensitivity to expressions. Results suggest that person familiarity may facilitate infants' developing understanding of others' emotion expressions, and that individual differences in family dynamics may be relevant to infants' patterns of responding. 相似文献
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Arlene G. Taylor 《Cataloging & classification quarterly》2016,54(8):521-536
In this interview, conducted via email during August 2016, Dr. Arlene G. Taylor discusses her career as a cataloger, professor of cataloging and classification, and her work in professional associations. Topics include her early cataloging and teaching experiences, changes in both cataloging practice and the teaching of cataloging, subject analysis, and “aboutness” as compared with form/genre access, professional experiences outside the United States, and the future of MLIS programs. 相似文献
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Arlene M. Morris Jean M. Williams Anne E. Atwater Jack H. Wilmore 《Research quarterly for exercise and sport》2013,84(3):214-221
Abstract This study examined the relationship of age and sex to the performance of 3, 4, 5, and 6 year olds on seven motor performance test items. Although significant age and sex differences were found on most of the motor tests, it appears that age generally was related more to performance than was gender. Overall, change with age was fairly linear except perhaps for balancing and a general tapering in improvement in the 5 to 6 year old category. On the tests of throwing and balancing, gender was as important as age, or more so, in its relationship to performance. Boys were superior to girls at all ages on the throwing tests; girls were superior to boys at age 6 on the Balance test. Gender differences of a lesser magnitude were found on the Speed Run and Standing Long Jump tests with the performance of boys generally being superior to the performance of girls. Thus, it appears that gender differences in motor performance occur as early as the preschool years. Interestingly, except for the Balance test, on all the tests the 3 and 4 year old boys performed similarly and the 5 and 6 year old boys performed similarly. For the girls there were more significant differences from year to year in performance, with the data generally indicating at least three distinct skill groups for girls from age 3 to 6. 相似文献