全文获取类型
收费全文 | 944篇 |
免费 | 20篇 |
专业分类
教育 | 760篇 |
科学研究 | 20篇 |
各国文化 | 8篇 |
体育 | 61篇 |
综合类 | 1篇 |
文化理论 | 4篇 |
信息传播 | 110篇 |
出版年
2023年 | 5篇 |
2022年 | 6篇 |
2021年 | 13篇 |
2020年 | 18篇 |
2019年 | 27篇 |
2018年 | 35篇 |
2017年 | 39篇 |
2016年 | 31篇 |
2015年 | 18篇 |
2014年 | 26篇 |
2013年 | 226篇 |
2012年 | 27篇 |
2011年 | 31篇 |
2010年 | 24篇 |
2009年 | 24篇 |
2008年 | 23篇 |
2007年 | 20篇 |
2006年 | 26篇 |
2005年 | 36篇 |
2004年 | 22篇 |
2003年 | 15篇 |
2002年 | 21篇 |
2001年 | 16篇 |
2000年 | 16篇 |
1999年 | 12篇 |
1998年 | 17篇 |
1997年 | 17篇 |
1996年 | 16篇 |
1995年 | 12篇 |
1994年 | 9篇 |
1993年 | 8篇 |
1992年 | 8篇 |
1991年 | 8篇 |
1990年 | 8篇 |
1989年 | 6篇 |
1988年 | 10篇 |
1986年 | 6篇 |
1985年 | 4篇 |
1984年 | 5篇 |
1983年 | 5篇 |
1982年 | 13篇 |
1981年 | 9篇 |
1980年 | 9篇 |
1979年 | 7篇 |
1978年 | 5篇 |
1977年 | 3篇 |
1976年 | 4篇 |
1975年 | 3篇 |
1974年 | 4篇 |
1968年 | 2篇 |
排序方式: 共有964条查询结果,搜索用时 78 毫秒
121.
Kathleen M. Sheehan 《Journal of Educational Measurement》1997,34(4):333-352
A new procedure for generating instructionally relevant diagnostic feedback is proposed. The approach involves first constructing a strong model of student proficiency and then testing whether individual students' observed item response vectors are consistent with that model. Diagnoses are specified in terms of the combinations of skills needed to score at increasingly higher levels on a test's reported score scale. The approach is applied to the problem of developing diagnostic feedback for the SAT I Verbal Reasoning test. Using a variation of Wright's (1977) person-fit statistic, it is shown that the estimated proficiency mode accounts for 91% of the "explainable" variation in students' observed item response vectors. 相似文献
122.
123.
124.
125.
126.
John William McKenna Mikyung Shin Michael Solis Min Mize Kathleen Pfannenstiel 《Psychology in the schools》2019,56(4):608-629
This study examined the effects of reading interventions from single‐case design studies for students with and at‐risk of emotional and behavioral disorders in grades K–12 using a quantitative synthesis. Seventeen studies met the selection criteria of having one more dependent variables meeting what works clearinghouse (WWC) design standards with or without reservations. Although students’ reading performance significantly improved from baseline to intervention phases (p < 0.001), the overall weighted average effect size was weak (Tau‐U = 0.58, 95% confidence interval = [0.54, 0.63]; d = 0.29); smaller effects were found on reading comprehension. Interventions were less effective for students in secondary grades, students with a comorbid disability, and students in substantially separate settings. While no studies meeting the selection criteria were conducted in inclusive settings, the teacher provided interventions were more effective than those provided by researchers suggesting the importance of the student–teacher relationship for reading instruction. Study limitations, areas for future research, and implications for school practices are discussed. 相似文献
127.
Hierarchical linear modeling was used to model the dynamics of family income-to-needs for participants of the National Institute of Child Health and Human Development Study of Early Child Care (N = 1,364) from the time that children were 1 through 36 months of age. Associations between change in income-to-needs and 36-month child outcomes (i.e., school readiness, receptive language, expressive language, positive social behavior, and behavior problems) were examined. Although change in income-to-needs proved to be of little importance for children from nonpoor families, it proved to be of great importance for children from poor families. For children in poverty, decreases in income-to-needs were associated with worse outcomes and increases were associated with better outcomes. In fact, when children from poor families experienced increases in income-to-needs that were at least 1 SD above the mean change for poor families, they displayed outcomes similar to their nonpoor peers. The practical importance and policy implications of these findings are discussed. 相似文献
128.
Patricia?OdellEmail author Kathleen?Korgen Gabe?Wang 《Innovative Higher Education》2005,29(4):291-305
This study examined the effectiveness of curriculum-focused diversity initiatives on a college campus by determining the relationships between GPA, social class, year in school, residential status, racial diversity courses taken, and cross-racial friendships on the level of social distance between Whites-Blacks, Whites-Hispanics, Hispanics-Whites, Hispanics-Blacks, Blacks-Whites, and Blacks-Hispanics. The data suggest that, while the institution does a good job of bringing diverse groups of students to the campus, it does not effectively reduce the level of social distance among many members of the different racial groups on campus. Using the Intergroup Contact Hypothesis, the article concludes by suggesting means by which social distance among racial groups on campus might be decreased. 相似文献
129.
An updated analysis of author affiliation across four school psychology journals: Is practitioner research increasing?
下载免费PDF全文
![点击此处可从《Psychology in the schools》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Kathleen B. Aspiranti Daniel F. McCleary Stephen R. Ratliff 《Psychology in the schools》2018,55(2):165-175
This study analyzed articles published in four school psychology journals (Journal of School Psychology, Psychology in the Schools, School Psychology Quarterly, and School Psychology Review) between the years 2009 and 2015. Articles were classified based on whether they were narrative or empirical, and affiliation of each author was classified as either practitioner or university. Results were compared to those of a previous study that similarly classified articles from 2000 to 2008. Across the years, the total number of authors increased; however, the proportion of practitioners compared to university affiliates decreased from 9% to 6%. In particular, a regression analysis revealed a large increase in the number of university secondary authors. Discussion focuses on examining the impact that practitioners’ involvement in research has on implementing evidence‐based practices within the schools. 相似文献
130.
Oliver T. Massey Kathleen Armstrong Michael Boroughs Kelli Henson Linda McCash 《Psychology in the schools》2005,42(4):361-372
Schools are increasingly recognized as a critical venue for the provision of comprehensive behavioral and mental health services for students. Unfortunately, difficulties associated with operating programs in schools often prevent evidence‐based practices from being implemented and sustained as intended. In this study, the experiences of school and community providers who were funded through the Safe Schools/Healthy Students Initiative to implement mental health services in a large, urban school district were investigated using a qualitative focus group methodology. Providers identified the major challenges they encountered with implementing, operating, and sustaining their programs as well as the strategies that they used to overcome those challenges. Strategies to enhance support of school‐based mental health programs are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 361–372, 2005. 相似文献