全文获取类型
收费全文 | 290篇 |
免费 | 9篇 |
专业分类
教育 | 248篇 |
科学研究 | 14篇 |
各国文化 | 5篇 |
体育 | 8篇 |
信息传播 | 24篇 |
出版年
2021年 | 4篇 |
2020年 | 12篇 |
2019年 | 11篇 |
2018年 | 19篇 |
2017年 | 17篇 |
2016年 | 8篇 |
2015年 | 10篇 |
2014年 | 13篇 |
2013年 | 75篇 |
2012年 | 14篇 |
2011年 | 9篇 |
2010年 | 5篇 |
2009年 | 7篇 |
2008年 | 10篇 |
2007年 | 8篇 |
2006年 | 1篇 |
2005年 | 2篇 |
2004年 | 7篇 |
2003年 | 5篇 |
2002年 | 6篇 |
2001年 | 4篇 |
2000年 | 3篇 |
1998年 | 1篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1994年 | 3篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1990年 | 4篇 |
1988年 | 3篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1984年 | 2篇 |
1983年 | 3篇 |
1982年 | 2篇 |
1981年 | 1篇 |
1979年 | 1篇 |
1978年 | 2篇 |
1976年 | 3篇 |
1975年 | 2篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1968年 | 1篇 |
1963年 | 2篇 |
1962年 | 1篇 |
1887年 | 1篇 |
1882年 | 1篇 |
1835年 | 1篇 |
1830年 | 1篇 |
排序方式: 共有299条查询结果,搜索用时 15 毫秒
51.
52.
Susan B. Goldstein 《Equity & Excellence in Education》2013,46(4):502-519
This study seeks to expand the literature on predicting friendship diversity beyond race/ethnicity to include religion, social class, and sexual orientation. Survey packets elicited information regarding up to four close friendships developed during college. Additional measures assessed pre-college friendship diversity, participation in college activities and diversity education, intergroup attitudes, and interpersonal communication apprehension. A total of 588 friendships (213 intragroup and 375 intergroup) were reported by 151 college students. Pre-college friendship diversity was the primary predictor of college friendship diversity across each intergroup dimension. Implications for prejudice reduction are discussed. 相似文献
53.
Jesse H. Holmes Ph. D. 《Religious education (Chicago, Ill.)》2013,108(1):37-40
Catherine Beebe has written numerous short stories and articles and fifteen books for Catholic children. She is a library consultant to Catholic schools and is a member of the Gallery of Living Catholic Authors. (Copyright in this article is held by Catherine Beebe) 相似文献
54.
Research has shown that disruptive circumstances in an athlete's career (temporary injury, permanent injury, retirement) can pose significant difficulties, especially if the athlete has developed a salient athletic identity at the expense of a multidimensional self‐concept. The authors present an interpersonal psychotherapy approach to case conceptualization with student athletes that can be effective because of its brief nature and focus on grief, role transitions, interpersonal deficits, and interpersonal disputes. 相似文献
55.
Family Instability and Young Children's School Adjustment: Callousness and Negative Internal Representations as Mediators 下载免费PDF全文
This study examined the mediating roles of children's callousness and negative internal representations of family relationships in associations between family instability and children's adjustment to school in early childhood. Participants in this multimethod (i.e., survey, observations), multiinformant (i.e., parent, teacher, observer), longitudinal study included 243 preschool children (Mage = 4.60 years) and their families. Findings from the lagged, autoregressive tests of the mediational paths indicated that both children's callousness and negative internal representations of family relationships mediated longitudinal associations between family instability and children's school adjustment problems over a 2‐year period (i.e., the transition from preschool to first grade). Findings are discussed in relation to the attenuation hypothesis (E. J. Susman, 2006) and emotional security theory (EST; P. T. Davies, M. A. Winter, & D. Cicchetti, 2006). 相似文献
56.
57.
58.
59.
Philip J. Schluter Richard Audas Jesse Kokaua Brigid McNeill Barry Taylor Barry Milne Gail Gillon 《Child development》2020,91(1):e59-e76
Literacy success lays the foundation for children's later educational, health, and well-being outcomes. Thus, early identification of literacy need is vital. Using data from New Zealand's national preschool health screening program for fiscal years 2010/2011–2014/2015, demographic and health variables from 255,090 children aged 4 years were related to whether they received a literacy intervention in early primary school. Overall, 20,652 (8.1%) children received an intervention. Time-to-event analysis revealed that all considered variables were significantly related to literacy intervention (all p < .01), but the full model lacked reasonable predictive power for population screening purposes (Harrell's c-statistic = .624; 95% CI [.618, .629]). Including more direct literacy measures in the national screening program is likely needed for improvement. 相似文献
60.
To what extent do students and teachers hold similar beliefs about excellent teaching? Do differences in beliefs have practical implications (e.g., how students rate their teachers on end-of-semester evaluation forms)? In Study 1, undergraduate students (N=414) and faculty members (N=128) responded to questionnaires assessing their perceptions of an excellent discussion leader, lecturer, or instructor. Participants judged items that contributed to a Structure composite as more characteristic of excellent lecturers than excellent discussion leaders and items that contributed to a Process composite as more characteristic of excellent discussion leaders than excellent lecturers. Results for students and teachers showed several systematic differences. In Study 2,278 students and their course teachers rated the characteristics of a hypothetical excellent lecturer. In addition, students rated the effectiveness of their individual teachers. Students’ ratings of their teachers were higher when students and teachers agreed on their perceptions of characteristics of excellent lecturers. 相似文献