全文获取类型
收费全文 | 613篇 |
免费 | 18篇 |
专业分类
教育 | 482篇 |
科学研究 | 23篇 |
各国文化 | 11篇 |
体育 | 46篇 |
综合类 | 2篇 |
文化理论 | 4篇 |
信息传播 | 63篇 |
出版年
2024年 | 2篇 |
2023年 | 6篇 |
2022年 | 12篇 |
2021年 | 14篇 |
2020年 | 22篇 |
2019年 | 32篇 |
2018年 | 35篇 |
2017年 | 44篇 |
2016年 | 36篇 |
2015年 | 22篇 |
2014年 | 30篇 |
2013年 | 150篇 |
2012年 | 25篇 |
2011年 | 20篇 |
2010年 | 19篇 |
2009年 | 16篇 |
2008年 | 16篇 |
2007年 | 15篇 |
2006年 | 8篇 |
2005年 | 11篇 |
2004年 | 12篇 |
2003年 | 9篇 |
2002年 | 9篇 |
2001年 | 5篇 |
2000年 | 10篇 |
1999年 | 8篇 |
1998年 | 5篇 |
1997年 | 5篇 |
1996年 | 3篇 |
1995年 | 3篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1992年 | 1篇 |
1991年 | 4篇 |
1990年 | 3篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 2篇 |
1976年 | 1篇 |
1974年 | 1篇 |
1971年 | 1篇 |
1968年 | 1篇 |
1959年 | 1篇 |
排序方式: 共有631条查询结果,搜索用时 0 毫秒
31.
Patrice L. Engle Victor K. Groza Christina J. Groark Aaron Greenberg Kelley McCreery Bunkers Rifkat J. Muhamedrahimov 《Monographs of the Society for Research in Child Development》2011,76(4):190-222
Research that clearly demonstrates the negative effects of institutionalization, particularly for young children, has been critical for changing policy. However, actually putting science into action requires advocacy, persistence, and perseverance. Policy makers and advocates must be informed about the research and use it effectively. This paper proposes a number of key components for translating research into policy and programs: analyzing the situation, using evidence to build the case for action, developing policies, building program capacity in child welfare and early childhood development, creating a family‐based child welfare system, and developing a system of monitoring and accountability. Much of the knowledge in this paper comes from experiences, desk reviews, and case studies of successful practices. Research provides the basis, but moving research to practice depends on collaboration between researchers who understand the key policy perspectives and policy makers who understand the research. 相似文献
32.
33.
Christina L. Jones Robin E. Jensen Abigail Selzer King 《American journal of sexuality education》2014,9(4):464-484
Instructors of sexual health courses in rural areas face unique challenges as they are often forced to use school-based prevention curricula field-tested in urban areas. Research has yet to consider what future sex educators’ regional expectations are for their profession and how those expectations might have an impact on the classroom. Drawing from interviews with 26 sex-educators-in-training, we find that future educators tended to expect that rural communities would be less diverse, more conservative, and less informed about sexual health matters, even though research demonstrates that today's rural communities inconsistently align with those perceptions. 相似文献
34.
Christina Siry 《Cultural Studies of Science Education》2014,9(2):297-304
In this forum paper, I respond to issues raised by Kristina Andersson and Annica Gullberg in their article titled What is science in preschool and what do teachers have to know to empower children? (2012). I seek to continue the discussion begun with Andersson and Gullberg’s paper, by further exploring the questions they introduce to guide their paper: “What is science in preschool?” and “What do teachers have to know to empower children?” In particular, I elaborate on the value of drawing on multiple perspectives and different epistemological frameworks, and I argue for the need for a reconceptualized notion of science as a school discipline; one that acknowledges the multifaceted ways in which young children engage in science. 相似文献
35.
Christopher J. Koenig Leah M. Wingard Christina Sabee David Olsher Ilona Vandergriff 《Journal of Applied Communication Research》2014,42(3):244-267
This article uses the theoretical and methodological framework of Grounded Practical Theory (GPT) to provide a lens for analyzing and interpreting discourse as a situated form of social action in routine Type 2 diabetes visits. Drawing on a total data-set of 400 audio-recorded routine visits, we randomly selected 55 visits for qualitative analysis. In this article, we use Conversation Analysis to document communication techniques, which we in turn use as evidence to ground our claims within the GPT framework. We use two single cases of interaction to analyze communication techniques physicians use when recommending a change from oral medication to insulin. We argue treatment intensification is a key moment in health communication to reflect about patient centeredness because physicians can find themselves in an interactional dilemma: while insulin may effectively help control unstable disease, an insulin recommendation may simultaneously counter patient values and treatment preferences. Our analysis suggests that physicians use what we call interactional sensitivity to balance medical need and patient preferences when making medical decisions by tailoring their communication according to the local situation and the patient's larger illness trajectory. We propose that interactional sensitivity is a type of communication work and a quality of patient-centered communication characterized by the theoretical relationship between tailoring communication to the contingencies of the local interaction and the global illness trajectory. Overall, this article contributes to health communication scholarship by proposing a normative model for reflecting on how physicians negotiate challenging interactions with patients during routine chronic illness visits. 相似文献
36.
Martha Putallaz Laura Hellstern Blair H. Sheppard Christina L. Grimes Kimberly A. Glodis 《Early education and development》1995,6(4):433-447
The current study was designed to address two major purposes. The first goal was to investigate the joint influence of children's sociometric status and sex on their conflict behavior, and the second goal was to explore the similarities and differences in children's conflict behavior across two contexts, specifically conflicts arising during interactions with mothers and with peers. Forty-two first-graders were videotaped playing with their mothers and then with an unfamiliar peer partner. Conflict behavior occurring in the mother-child context was quite different from that occurring between children, reflecting the contrast between the vertical and horizontal nature of these relationships. Most striking were the large number of sociometric status and sex differences in conflict behavior found across both contexts. Further, it appears that effective conflict behavior may differ for boys and girls. Implications for future research are discussed. 相似文献
37.
Collishaw S Pickles A Messer J Rutter M Shearer C Maughan B 《Child abuse & neglect》2007,31(3):211-229
OBJECTIVE: Child abuse is an important risk for adult psychiatric morbidity. However, not all maltreated children experience mental health problems as adults. The aims of the present study were to address the extent of resilience to adult psychopathology in a representative community sample, and to explore predictors of a good prognosis. METHODS: Data are drawn from a follow-up of the Isle of Wight study, an epidemiological sample assessed in adolescence and at midlife. Ratings of psychiatric disorder, peer relationships and family functioning were made in adolescence; adult assessments included a lifetime psychiatric history, personality and social functioning assessments, and retrospective reports of childhood sexual and physical abuse. RESULTS: Ten percent of individuals reported repeated or severe physical or sexual abuse in childhood. Prospective measures revealed increased rates of adolescent psychiatric disorders in this group. Rates of adult psychopathology were also high. A substantial minority of abused individuals reported no mental health problems in adult life. Resilience of this kind was related to perceived parental care, adolescent peer relationships, the quality of adult love relationships, and personality style. CONCLUSION: Good quality relationships across childhood, adolescence and adulthood appear especially important for adult psychological well being in the context of childhood abuse. 相似文献
38.
39.
Developmental trajectories of personal and collective self-concept among American Indian adolescents
Whitesell NR Mitchell CM Kaufman CE Spicer P;Voices of Indian Teens Project Team 《Child development》2006,77(5):1487-1503
Developmental trajectories of personal and collective self-concept were examined among American Indian adolescents. Personal self-concept (self-esteem) and collective self-concept (American Indian identity, Euro-American identity, community-mindedness) were assessed 6 times over 3 years in 4 cohorts of adolescents from 3 American Indian cultural groups (N=1,252). An accelerated longitudinal design was used to estimate developmental trajectories from 14 to 19 years; parallel-process and covariate models were used to examine variation in trajectories. Both personal and collective self-concepts were generally positive and showed small gains; they were moderately related to one another and differentially related to cultural group, gender, and perceived social support. The findings highlight the complexity of self-concept for American Indian youth and the significance of both personal and collective identity. 相似文献
40.
Two theories that have been hypothesized to mediate acquisition in daily time–place learning (TPL) tasks were investigated in a free operant daily TPL task: the response cost hypothesis and the species-typical behavior hypothesis. One lever at the end of one of the choice arms of a T-maze provided food in the morning, and 6 h later, a lever in the other choice arm provided food. Four groups were used to assess the effect of two possible sources of response cost: physical effort of the task and costs associated with foraging ecology. One group was used to assess the effect of explicitly allowing for species-typical behaviors. If only first arm choice data were considered, there was little evidence of learning. However, both first press and percentage of presses on the correct lever prior to the first reinforcement revealed evidence of TPL in most rats tested. Unexpectedly, the high response cost groups for both of the proposed sources did not perform better than the low response cost groups. The groups that allowed animals to display species-typical behaviors performed the worst. Skip session probe trials confirmed that the majority of the rats that acquired the task were using a circadian timing strategy. The results from the present study suggest that learning in free operant daily TPL tasks might not be dependent on response cost. 相似文献