全文获取类型
收费全文 | 201篇 |
免费 | 1篇 |
国内免费 | 1篇 |
专业分类
教育 | 157篇 |
科学研究 | 6篇 |
体育 | 1篇 |
信息传播 | 39篇 |
出版年
2020年 | 1篇 |
2017年 | 1篇 |
2013年 | 13篇 |
2009年 | 1篇 |
2008年 | 7篇 |
2007年 | 2篇 |
2006年 | 4篇 |
2003年 | 4篇 |
2001年 | 1篇 |
2000年 | 1篇 |
1999年 | 4篇 |
1998年 | 3篇 |
1997年 | 1篇 |
1996年 | 3篇 |
1995年 | 5篇 |
1994年 | 3篇 |
1993年 | 6篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1990年 | 2篇 |
1989年 | 3篇 |
1988年 | 6篇 |
1987年 | 4篇 |
1986年 | 5篇 |
1985年 | 7篇 |
1984年 | 5篇 |
1983年 | 7篇 |
1982年 | 10篇 |
1981年 | 6篇 |
1980年 | 3篇 |
1979年 | 3篇 |
1978年 | 8篇 |
1977年 | 2篇 |
1976年 | 6篇 |
1975年 | 4篇 |
1974年 | 4篇 |
1973年 | 9篇 |
1972年 | 11篇 |
1971年 | 10篇 |
1970年 | 11篇 |
1969年 | 3篇 |
1968年 | 1篇 |
1967年 | 2篇 |
1966年 | 1篇 |
1965年 | 2篇 |
1963年 | 1篇 |
1962年 | 1篇 |
1958年 | 1篇 |
1955年 | 1篇 |
1954年 | 1篇 |
排序方式: 共有203条查询结果,搜索用时 15 毫秒
141.
142.
J. RICHARD WINGERTER 《Educational theory》1973,23(3):240-259
143.
RICHARD R. WILMARTH JOHN C. MORACCO WARREN J. VALINE 《Counselor Education & Supervision》1982,22(2):162-172
Sixty undergraduate students enrolled in human relations training were randomly assigned to one of six treatment groups and asked to respond either orally or in written form. Mode of response was shown to have a significant effect on participants' level of responding, perceptions of their helpfulness, and length of response. 相似文献
144.
RICHARD B. CAPLE 《Counselor Education & Supervision》1972,12(1):31-41
This article describes a molar model for the preparation of professional student personnel workers. Five propositions are presented as a theoretical model. Although full formalization is not claimed, it is hoped that this model will spur further thought and experimentation. 相似文献
145.
146.
147.
Specially constructed “speeded” and “unspeeded” forms of a Reading Comprehension test were administered to both regular center and fee-free center LSAT candidates in an effort to determine: (1) if the test was more speeded for fee-free candidates, and (2) if reducing the amount of speededness was more beneficial to fee-free candidates. Results of the analyses show: (1) the test is somewhat more speeded for fee-free candidates than for regular candidates, (2) reducing the amount of speededness produces higher scores for both regular and fee-free center candidates, and (3) reducing speededness is not significantly more beneficial (in terms of increasing the number of items answered correctly) to fee-free than to regular center candidates. Lower KR-20 reliability was observed under speeded conditions in the fee-free sample. 相似文献
148.
RICHARD SMITH 《Journal of Philosophy of Education》2006,40(1):51-62
The language of self-belief, including terms like shyness and diffidence, is complex and puzzling. The idea of self-esteem in particular, which has been given fresh currency by recent interest in 'personalised learning', continues to create problems. I argue first that we need a 'thicker' and more subtle moral psychology of self-belief; and, secondly, that there is a radical instability in the ideas and concepts in this area, an instability to which justice needs to be done. I suggest that aspects of deconstruction are helpful here, and offer a deconstructive reading of Kipling's poem, If —, in order to illustrate the power of literature and a certain kind of philosophy to destabilise and resist closure. 相似文献
149.
RICHARD J. RIORDAN KENNETH B. MATHENY CHET W. HARRIS 《Counselor Education & Supervision》1978,18(1):6-13
A review of work settings in which counselors are employed suggests that almost all counselors work with a number of reluctant clients. Counselor education, however, is largely directed toward preparing counselors to work with voluntary clients. This article reviews some of the bases of client reluctance, certain motivational principles appropriate to counselor practice, myths associated with counselor preparation, and some suggestions of existing techniques that may be helpful with reluctant clients. 相似文献
150.
The functioning of 22 counseling and therapy practicum students on the dimensions of empathy, regard, genuineness, and concreteness was assessed over a 20-week period. Predictions of growth were made on the basis of the level of functioning of individual supervisors and practicum instructors. It was found that those students with high-level practicum instructors and high-level individual supervisors showed significant growth. The students with high-level practicum instructors and low-level individual supervisors also showed significant gains but took a longer period of time to do so. Those students with low-level practicum instructors and low-level individual supervisors showed no growth on these dimensions. 相似文献