全文获取类型
收费全文 | 430篇 |
免费 | 5篇 |
国内免费 | 1篇 |
出版年
2023年 | 2篇 |
2021年 | 2篇 |
2020年 | 4篇 |
2018年 | 6篇 |
2017年 | 5篇 |
2016年 | 6篇 |
2015年 | 3篇 |
2014年 | 2篇 |
2013年 | 68篇 |
2012年 | 8篇 |
2011年 | 7篇 |
2010年 | 5篇 |
2009年 | 16篇 |
2008年 | 19篇 |
2007年 | 5篇 |
2006年 | 13篇 |
2005年 | 5篇 |
2004年 | 7篇 |
2003年 | 9篇 |
2002年 | 7篇 |
2001年 | 30篇 |
2000年 | 10篇 |
1999年 | 8篇 |
1998年 | 9篇 |
1997年 | 10篇 |
1996年 | 23篇 |
1995年 | 11篇 |
1994年 | 5篇 |
1993年 | 3篇 |
1989年 | 2篇 |
1986年 | 1篇 |
1984年 | 4篇 |
1983年 | 3篇 |
1982年 | 3篇 |
1981年 | 5篇 |
1980年 | 8篇 |
1979年 | 9篇 |
1978年 | 5篇 |
1977年 | 5篇 |
1976年 | 5篇 |
1975年 | 7篇 |
1974年 | 6篇 |
1973年 | 33篇 |
1972年 | 4篇 |
1971年 | 10篇 |
1970年 | 4篇 |
1969年 | 5篇 |
1964年 | 2篇 |
1958年 | 1篇 |
1946年 | 1篇 |
排序方式: 共有436条查询结果,搜索用时 15 毫秒
101.
102.
103.
Donald Hammil Professor of Education
Libby Goodman
Doctoral StudentJ. Lee Wiederholt
Research Associate 《Journal of School Psychology》1971,9(4):430-435This research dealt with the reliability and validity of the DTVP when used with a sample of economically disadvantaged, predominantly Negro children from a large eastern city. Regarding reliability, test-retest and split-half procedures were employed; for validity the test was correlated with intelligence and achievement measures. The authors concluded that (a) the total test values alone evidence the necessary reliability to be used with confidence for diagnostic purposes, and (b) the validity of the measure has not been sufficiently demonstrated. 相似文献
104.
Theodore G. Alper Assistant Professor of Educational Psychology
Owen R. White
Director of Research 《Journal of School Psychology》1971,9(4):445-454The authors of this paper have tried to provide an introduction to the language and problem solving approach called Precision Teaching. Reasons for using a specific language and reporting techniques are listed. Definitions of the terminology and examples taken from the classroom are provided. The main point of this paper is that systematic interventions, precisely described and systematically recorded, lead to the most successful interventions. 相似文献
105.
The efficacy of the consultant's role in dealing with problems in large special classes and the value of introducing operant techniques through untrained teachers were investigated in the present study. Twenty-two out-of-control boys in a special class for emotionally disturbed children were brought under the control of a number of token reinforcement systems with a resultant increase in task-oriented behavior and academic productivity. With teachers acting as observer-recorders and behavior change agents the school psychologist was able to minimize his role as a consultant with considerable success. 相似文献
106.
The study investigated the reliability and validity of the SIT when administered and scored by 33 special education teachers who had no prior psychological testing experience. Subjects were 155 pupils between four and 16 years old who attended 40 Philadelphia schools. Results relative to interscorer differences, internal consistency, stability over time, and concurrent validity upheld the use of this measure as a quick screening device and corroborated Slosson's contention that the test can be administered successfully by teachers. 相似文献
107.
Geneva Gay Assistant Professor Roger D. Abrahams Professor 《Journal of School Psychology》1973,11(4):330-340
The experiences Black youths bring to school with them constitute a distinctive, viable culture. Their subsequent performance in educational and psychological testing situations cannot be assessed adequately without consideration of their particular attitudes, perceptions, and behavioral patterns, for all of these are determined by a kind of cultural conditioning which differs, in some fundamental ways, from mainstream Americans. Several of the social and psychological characteristics of Black culture are discussed. Included are Blacks' attitudes toward whites, systems of time allocations, expressions of identity, attitudes toward learning, dissemination of information among Blacks, Black learning styles and maturation processes. Each is discussed further in terms of its manifestation in a testing or assessment situation; how it conflicts with the assessor's orientations and expectations; and how distorted, unreliable evaluations result from the failure of assessors to consider implications of cultural relativism in interpreting Black behavior. 相似文献
108.
Diane N. Bryen Visiting Assistant Professor Nettie R. Bartel Associate Professor 《Journal of School Psychology》1973,11(4):387-401
Being culturally disadvantaged is a social condition which is created, managed, and maintained by both social and professional institutions. When institutions attempt to sustain societal norms by selecting certain attributes and calling them desirable, these institutions are relegating large segments of the population to a deviant status if it does not share these attributes. The “culturally disadvantaged” are such a group. This phenomenon not only results in differential perceptions and expectations, but also influences their self-evaluation, academic success, and career opportunities. The transformation of deviance into incompetency has also led to formally sanctioned methods of managing deviancy. Methods, such as compensatory education, ability grouping, and special class placement can be viewed as maintaining the position that the culturally disadvantaged are indeed deviant and incompetent. 相似文献
109.
Cummings ML 《Science and engineering ethics》2006,12(4):701-715
The Accreditation Board of Engineering and Technology (ABET) has declared that to achieve accredited status, “engineering
programs must demonstrate that their graduates have an understanding of professional and ethical responsibility.” Many engineering
professors struggle to integrate this required ethics instruction in technical classes and projects because of the lack of
a formalized ethics-in-design approach. However, one methodology developed in human-computer interaction research, the Value-Sensitive
Design approach, can serve as an engineering education tool which bridges the gap between design and ethics for many engineering
disciplines. The three major components of Value-Sensitive Design, conceptual, technical, and empirical, exemplified through
a case study which focuses on the development of a command and control supervisory interface for a military cruise missile. 相似文献
110.
Scheepers D Spears R Doosje B Manstead AS 《Personality & social psychology bulletin》2003,29(5):568-577
In two studies, the authors examined the circumstances under which discrimination has an identity confirmation function or an instrumental function (instigating collective action). In Study 1, participants (N = 601) described a situation in which they had discriminated and then completed measures of functionality, group identification, and group threat. Both functions were predicted by group identification, whereas the instrumental function (but not identity confirmation) operated under group threat. In Study 2, "die-hard" soccer fans (N = 1,546) suggested soccer chants in reaction to either a group-reinforcing (own team scores) or group-threatening (other team scores) situation and rated the perceived functionality of the song. Although both of these conditions evoked discriminating songs, as predicted, these served a more identity-confirming function in the reinforcing situation but a more instrumental function (pepping up the team) in the threat situation. Results are discussed in terms of a contextual-functional model of intergroup discrimination. 相似文献