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951.
Lindsey Coombes Gail Chan Debby Allen DAVID R. Foxcroft 《Journal of community & applied social psychology》2016,26(5):369-387
Inclusivity of all children in education and within educational settings is an important value and goal. Yet, where settings and practices are not oriented for inclusivity and engagement, some children can struggle with academic tasks and are often marginalised and exhibit disruptive behaviours. The study reported here addresses the social nature of school as a community for learning through a mixed‐methods concurrent triangulation evaluation of the implementation of the Good Behaviour Game (GBG) in six primary (elementary) schools with 10 classes and 222 children in Oxfordshire, England. The Teacher Observation of Classroom Adaptations ‐ Revised (TOCA‐R) was administered in individual interviews with class teachers. Additionally, individual semi‐structured interviews were conducted with teachers, coaches and head teachers (n = 22). In a pre–post design, improvements in child adaptation were observed on all TOCA‐R subscales. In an integrative analysis that brought together quantitative and qualitative findings, pupil improvement was identified in three major areas: inclusion and social participation, behaviour, and concentration. Interview results also highlighted the substantial practical challenges associated with implementing and using the GBG in schools in the UK. Overall, the results of this study support the idea that social relationships within the school community, between pupils and between pupils and teachers, provide an important context for learning and social development. Copyright © 2016 John Wiley & Sons, Ltd. 相似文献
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Recent research (e.g., Hutter, Crisp, Humphreys, Waters, &; Moffit; Siebler) has confirmed that combining novel social categories involves two stages (e.g., Hampton; Hastie, Schroeder, &; Weber). Furthermore, it is also evident that following stage 1 (constituent additivity), the second stage in these models involves cognitively effortful complex reasoning. However, while current theory and research has addressed how category conjunctions are initially represented to some degree, it is not clear precisely where we first combine or bind existing social constituent categories. For example, how and where do we compose and temporarily store a coherent representation of an individual who shares membership of “female” and “blacksmith” categories? In this article, we consider how the revised multi-component model of working memory (Baddeley) can assist in resolving the representational limitations in the extant two-stage theoretical models. This is a new approach to understanding how novel conjunctions form new bound “composite” representations. 相似文献
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According to Paul Tillich's understanding of religion as "ultimate concern," a religious dimension is implicit in all university curricula. A science-and-religion course, such as one taught at Southeast Missouri State University, can offer students the opportunity to integrate their worldview, taking seriously both religious ideas and scientific information. Assignments based on A. E. Lawson's model of a learning cycle provide a vehicle for evaluating significant student learning leading toward fuller integration. The stages of faith developed by James W. Fowler serve as a fruitfull framework for interpreting changes in student viewpoints. Fowler's six stages of faith are characterized. Examples from student writing assignments demonstrate shifts in the cognitive understanding of faith that coincide with Fowler's stages. 相似文献
957.
Edward Seidman J. Lawrence Aber LaRue Allen Sabine Elizabeth French 《American journal of community psychology》1996,24(4):489-515
Examined the effects of the normative school transition to senior high school (n=330) on the self-system and perceived school and peer social contexts of poor, black (n=83), European American (n=115), Latino (n=105), and Asian American (n=27) youth in the public school systems of three Eastern urban cities. The only negative effect of the school transition on
the self-system was a decline in grade point average (GPA). Concurrently, the school transition was perceived to be associated
with changes in the school and peer contexts. Across the transition, students reported increased disengagement from school
(i.e., increased social support and extracurricular involvement) and increased engagement with peers (i.e., decreased daily
hassles and increased involvement). These changes in the school and peer microsystems, like the changes in the self-system,
were also common across race/ethnicity and gender. In addition, transition-associated school changes, and in particular changes
in daily academic demands/hassles and involvement in school activities, were associated with changes in the academic dimensions
of the self-system (i.e., academic efficacy expectations and GPA). Results and implications for preventive intervention are
discussed within a developmental mismatch framework.
This research was supported in part by grants from the National Institute of Mental Health (MH43084) and the Carnegie Corporation
(B4850) awarded to Edward Seidman, J. Lawrence Aber, LaRue Allen, and Christina Mitchell. We express our appreciation to the
children and schools whose cooperation made this study possible. 相似文献
958.
Gary L. Allen Kathleen C. Kirasic Shannon H. DobsonRichard G. Long Sharon Beck 《Intelligence》1996,22(3):719
Relationships among spatial abilities, as assessed by a battery of psychometric tests and experimental tasks, and environmental learning, as assessed by a series of macrospatial tasks, were examined in two studies using confirmatory factor analysis with directional paths. The initial study indicated the utility of a five-factor model, one (general spatial ability) derived from psychometric tests, two (spatial-sequential memory and spatial perspective-taking latency) from experimental tasks, and two (topological knowledge and Euclidean direction knowledge) from measures of environmental learning. The best fitting path model further indicated that the spatial-sequential memory factor mediated the relationship between general spatial ability and topological knowledge, and that perspective-taking latency mediated the relationship between general spatial ability and Euclidean direction knowledge. The second study confirmed the five-factor path model using a different participant sample and environmental setting. The only failure to replicate involved the path between perspective-taking latency in the lab and Euclidean direction knowledge in the environment. Results indicate that the relationship between basic spatial abilities and environmental learning is significantly mediated by cognitive processes that can be assessed using laboratory tasks. 相似文献
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