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191.
M. HARRY DANIELS ROBERT MINES CHARLES GRESSARD 《Journal of counseling and development : JCD》1981,59(9):578-582
One of the problems associated with program evaluation is the selection of appropriate evaluation procedures. Given the existence of multiple evaluation models, counselors would benefit by having a systematic means for identifying the evaluation model best suited for the task at hand. This article responds to that need by presenting a conceptual framework or meta-model for appraising the utility of existing evaluation models and for identifying the evaluation procedure best suited to any particular situation. 相似文献
192.
EFFECTS OF TRAINING AND RATING SCALES ON RATING ERRORS 总被引:1,自引:0,他引:1
Ninety business students were randomly assigned to one of three conditions where they used behavioral observation scales (BOS), behavioral expectation scales (BES), or trait scales in observing people on videotape. Half the individuals received four hours of training to minimize rating errors. Rating errors were reduced significantly regardless of the rating scale that was used. However, behavioral criteria were more resistant to rating errors than trait scales. There was no significant difference between BOS and BES on this dimension. With regard to practicality, BOS were evaluated as significantly better than BES and trait scales. BES and trait scales did not differ significantly on this measure. 相似文献
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CHARLES F. AUST 《Counseling and values》1990,34(2):125-129
The client's religious values could be put to use to promote growth in therapy, as detailed in this brief report. 相似文献
195.
Mental health professionals who work with inmates typically encounter resistance to their services. Understanding the processes and purposes of inmate resistance is essential to establishing the rapport needed for counseling to take place. Metaphors, anecdotes, and stories can be used effectively in responding to inmate resistance. Two case examples are included to illustrate these techniques. 相似文献
196.
CHARLES J. GELSO CLARA E. HILL DENNIS M. KIVLIGHAN 《Journal of counseling and development : JCD》1991,69(5):428-433
The interactive effects of transference and client insight on session quality, and the relationship between transference and counselor intentions, were studied within the context of a single counseling session. Thirty-eight experienced counselors audiotaped one counseling session and rated their intentions for each intervention. Counselors also rated transference, insight, and session quality. As hypothesized, when transference was high, client insight was positively related to session quality. Furthermore, negative transference was related to several counselor intentions. Negative transference may signal counselors to focus on the relationship and underlying client issues, and to avoid structuring and directing behavior change. 相似文献
197.
Why Assessment Centers Do Not Work the Way They Are Supposed To 总被引:11,自引:10,他引:1
CHARLES E. LANCE 《Industrial and Organizational Psychology》2008,1(1):84-97
Assessment centers (ACs) are often designed with the intent of measuring a number of dimensions as they are assessed in various exercises, but after 25 years of research, it is now clear that AC ratings that are completed at the end of each exercise (commonly known as postexercise dimension ratings) substantially reflect the effects of the exercises in which they were completed and not the dimensions they were designed to reflect. This is the crux of the long-standing "construct validity problem" for AC ratings. I review the existing research on AC construct validity and conclude that (a) contrary to previous notions, AC candidate behavior is inherently cross-situationally (i.e., cross-exercise) specific, not cross-situationally consistent as was once thought, (b) assessors rather accurately assess candidate behavior, and (c) these facts should be recognized in the redesign of ACs toward task- or role-based ACs and away from traditional dimension-based ACs. 相似文献
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CHARLES J. RUSSO ALLAN G. OSBORNE JR. REVEREND JOSEPH D. MASSUCCI GERALD M. CATTARO 《Journal of Research on Christian Education》2013,22(3):254-280
The adoption of Section 504 of the Rehabilitation Act of 1973 (Section 504) and the Education for All Handicapped Children's Act, now the Individuals with Disabilities Education Act (IDEA), have had a major impact on the delivery of services for children with special needs. In light of the legal issues surrounding the delivery of special education to children who attend Christian schools, the remainder of this article is divided into two parts. The first section opens with an overview of relevant litigation pertinent to special education before reviewing Sections 504 and the IDEA, along with its regulations, as they apply to religious schools. The second part offers practical suggestions for educators in Christian elementary and secondary schools as they work to serve children with special needs. 相似文献