全文获取类型
收费全文 | 424篇 |
免费 | 10篇 |
专业分类
教育 | 337篇 |
科学研究 | 8篇 |
各国文化 | 3篇 |
体育 | 7篇 |
文化理论 | 2篇 |
信息传播 | 77篇 |
出版年
2023年 | 1篇 |
2022年 | 2篇 |
2021年 | 7篇 |
2020年 | 6篇 |
2019年 | 11篇 |
2018年 | 9篇 |
2017年 | 10篇 |
2016年 | 12篇 |
2015年 | 14篇 |
2014年 | 18篇 |
2013年 | 103篇 |
2012年 | 7篇 |
2011年 | 15篇 |
2010年 | 8篇 |
2009年 | 8篇 |
2008年 | 14篇 |
2007年 | 15篇 |
2006年 | 8篇 |
2005年 | 16篇 |
2004年 | 7篇 |
2003年 | 8篇 |
2002年 | 13篇 |
2001年 | 7篇 |
2000年 | 8篇 |
1999年 | 9篇 |
1998年 | 5篇 |
1997年 | 4篇 |
1996年 | 10篇 |
1995年 | 10篇 |
1994年 | 7篇 |
1993年 | 3篇 |
1992年 | 4篇 |
1991年 | 8篇 |
1990年 | 6篇 |
1989年 | 5篇 |
1988年 | 3篇 |
1987年 | 2篇 |
1986年 | 6篇 |
1985年 | 4篇 |
1984年 | 1篇 |
1982年 | 3篇 |
1981年 | 2篇 |
1979年 | 4篇 |
1978年 | 3篇 |
1977年 | 4篇 |
1976年 | 3篇 |
1973年 | 1篇 |
排序方式: 共有434条查询结果,搜索用时 15 毫秒
1.
Judy H. Katz 《Int J Intercult Relat》1977,1(1):77-89
The purpose of this study is to evaluate the impact of a systematic step-by-step curricular-affective program of race relations training on the attitudes and behaviors of white people. Two attitude scales, the Attitude Exploration Survey and the Steckler Attitude Inventory, are used to assess changes in attitudes. A Behavioral Rating Scale is used by participants and their significant others to assess change in behavior in relations to their behavioral objective. The results indicate that both attitudes and behavior are changed as a result of the training program and that the change is retained eight weeks after completion of the program. 相似文献
2.
3.
Abstract Using the stimulated recall of instruction methodology, we interviewed teachers and students at risk for referral to special education about their perceptions, judgments, and decision making during the course of instruction. The results of the teacher interviews suggest that teachers respond to complex collections of student cues in their decision making about students. Teachers described themselves as more frequently monitoring the at‐risk students, although their attempts to modify instruction consisted primarily of attempts to motivate these students. The at‐risk students indicated awareness that they are experiencing difficulty in class, had somewhat less understanding of how teachers attempt to help them, and responded with anger and frustration to their learning problems. 相似文献
4.
5.
Judy C. Stribling Joshua E. Richardson 《Journal of the Medical Library Association》2016,104(2):159-164
Objective
The authors explored the feasibility and possible benefit of tablet-based educational materials for patients in clinic waiting areas.Methods
We distributed eight tablets preloaded with diagnosis-relevant information in two clinic waiting areas. Patients were surveyed about satisfaction, usability, and effects on learning. Technical issues were resolved.Results
Thirty-seven of forty patients completed the survey. On average, the patients were satisfied in all categories.Conclusions
Placing tablet-based educational materials in clinic waiting areas is relatively easy to implement. Patients using tablets reported satisfaction across three domains: usability, education, and satisfaction. 相似文献6.
Fears profiles among children and adolescents were explored using the Fear Survey Schedule for Children‐American version (FSSC‐AM; J.J. Burnham, 1995, 2005). Eight cluster profiles were identified via multistage Euclidean grouping and supported by homogeneity coefficients and replication. Four clusters reflected overall level of fears (i.e., very low, below average, moderate, and multiple), and four others exhibited specific peaks associated with school‐related fears, medical fears, and scary things. Demographic characteristics associated with cluster profile membership revealed variability primarily based on gender and age, with some differences associated with community type. Comparisons with prior results on earlier fear surveys and implications for school refusal behavior provide a useful context for discussion. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 673–683, 2006. 相似文献
7.
Judy Dunn 《European Journal of Psychology of Education - EJPE》1993,8(4):391-401
Links between the development of social understanding and social processes are considered, in the context of data on the development of causal reasoning and argument in conflict, drawn from a longitudinal study of 50 children observed in conversation with their mothers, siblings, and friends at 33 and 47 months of age. Children showed powers of causal reasoning before they were 3 years, capabilities that showed rapid developmental change; their interest in cause was particularly focussed on psychological causality and social action. The contexts of disputes were especially important. Differences were found in children’s arguments with their mothers, siblings, and friends, with more ‘other-oriented’ reasoning shown with friends. It is argued that the data support Vygotskyan ideas on the significance of social interaction in developmental advance, that the pragmatics of what children and their partners are trying to do must be taken into account in considering what children may be learning in interactions, and that ‘social competence’ should not be treated as an individual within-child trait, but that we should move towards a ‘relationships’ approach to the development of social understanding. 相似文献
8.
Theory Competition and the Process of Change 总被引:1,自引:0,他引:1
The reasons why many educational change initiatives have little impact are often framed in terms of either a poorly designed
process on the part of the change initiator, or in terms of problems with the attitudes, skills and/or knowledge of those
responsible for implementation. In this paper, we seek to integrate these two perspectives more closely by focusing on their
interface and the competing theories frequently held by the change initiators and implementers. This concept of theory competition
is illustrated with a case of a national literacy initiative in New Zealand in which the change initiators wished to raise
the achievement of low performing students through the development of “learning-centred” leadership in schools and evidence-based
practice. The desired outcomes were not achieved because theories about what it means to be a successful leader in such a
situation, the data needed to undertake the type of evidence-based analysis envisioned and school personnel beliefs about
the target students were understood differently by those responsible for initiating the change and those responsible for implementing
it. 相似文献
9.
10.