全文获取类型
收费全文 | 4486篇 |
免费 | 2篇 |
国内免费 | 1篇 |
出版年
2018年 | 112篇 |
2017年 | 94篇 |
2016年 | 178篇 |
2015年 | 93篇 |
2014年 | 30篇 |
2013年 | 54篇 |
2012年 | 255篇 |
2011年 | 249篇 |
2010年 | 15篇 |
2009年 | 22篇 |
2008年 | 32篇 |
2007年 | 28篇 |
2006年 | 41篇 |
2005年 | 1317篇 |
2004年 | 657篇 |
2003年 | 444篇 |
2002年 | 135篇 |
2001年 | 26篇 |
2000年 | 10篇 |
1999年 | 23篇 |
1998年 | 4篇 |
1995年 | 3篇 |
1994年 | 11篇 |
1992年 | 25篇 |
1991年 | 41篇 |
1990年 | 58篇 |
1989年 | 44篇 |
1988年 | 26篇 |
1987年 | 41篇 |
1986年 | 37篇 |
1985年 | 29篇 |
1984年 | 25篇 |
1983年 | 19篇 |
1982年 | 3篇 |
1979年 | 32篇 |
1978年 | 10篇 |
1977年 | 7篇 |
1976年 | 10篇 |
1975年 | 28篇 |
1974年 | 32篇 |
1973年 | 30篇 |
1972年 | 25篇 |
1971年 | 25篇 |
1970年 | 17篇 |
1969年 | 19篇 |
1968年 | 16篇 |
1967年 | 17篇 |
1966年 | 16篇 |
1965年 | 7篇 |
1932年 | 3篇 |
排序方式: 共有4489条查询结果,搜索用时 31 毫秒
231.
Robert?L.?WilliamsEmail author Erin?Carroll Briana?Hautau 《Journal of Behavioral Education》2005,14(3):167-188
Over a three-semester period in a large undergraduate human development course, students were assigned to 5–7 member groups to work together in preparing for an exam in one of the five content units in the course. Their exam performance was tracked over three units: a baseline unit in which students worked only individually, a unit in which they worked in cooperative teams, and a follow-up unit in which the formal cooperative team structure was removed. Three different bonus-credit contingencies were used in the cooperative learning unit across the three semesters: (a) awarding full bonus credit to each individual in the group if the group as a whole improved its exam performance by the specified amount, (b) awarding partial bonus credit to each individual in the group if the group as a whole improved it exam performance by the specified amount and full bonus credit to each individual who also improved by the specified amount, and (c) awarding full bonus credit to an individual in the group if both the group and the individual improved exam performance by the specified amount. The three contingencies produced somewhat similar patterns of change for low and average performers, but the high performers fared better under the last two contingencies than under the group-only contingency. 相似文献
232.
Paul?Mooney Joseph?B.?RyanEmail author Brad?M.?Uhing Robert?Reid Michael?H.?Epstein 《Journal of Behavioral Education》2005,14(3):203-221
The purpose of this review was to report on the effectiveness and focus of academic self-management interventions for children and adolescents with emotional and behavioral disorders. Twenty-two studies published in 20 articles and involving 78 participants met inclusionary criteria. The overall mean effect size (ES) across those studies was 1.80 (range –0.46 to 3.00), indicating effects were generally large in magnitude and educationally meaningful. Self-monitoring interventions were the predominant type of self-management technique used by researchers. The mean ES for intervention types were self-evaluation (1.13), self-monitoring (1.90), strategy instruction techniques (1.75), self-instruction techniques (2.71), and multiple-component interventions (2.11). Interventions targeted improvement in math calculation skills more than any other area. The mean ES by academic area were math interventions (1.97), writing (1.13), reading (2.28), and social studies (2.66). There was evidence to support a claim of the generalization and maintenance of findings. Implications, limitations, and areas for future research are discussed. 相似文献
233.
David?L.?LeeEmail author Sam?Stansbery Richard?KubinaJr. Rachel?Wannarka 《Journal of Behavioral Education》2005,14(4):267-281
Basic fact acquisition is an important component for developing higher-order math skills. However, getting students with a
history of academic noncompliance to engage in activities related to skills acquisition can be difficult. Prior research demonstrates
that engagement increases when nonpreferred activities are preceded by a series of brief activities with a high probability
of completion. This technique, called high-p task/request sequences, was not fully explored within the context of skill acquisition. The purpose of this study was to
examine the effects of adding high-p sequences to explicit instruction on the math fact acquisition of three elementary-age students in a learning support classroom.
Results showed no differences in fact acquisition between explicit instruction and explicit instruction with an added high-p component. However, the high-p sessions took nearly twice as long to complete when compared to explicit instruction alone. Implications for instructional
efficiency and limitations of the high-p procedures for acquisition tasks are discussed. 相似文献
234.
The purpose of this study is to investigate the effects of integrated mnemonics on consonant letter naming and consonant sound production for three 4th grade Turkish students, at-risk for failure in an English-as-a-Foreign-Language (EFL) classroom. Mnemonic picture cards, where the target consonant letter was embedded as an integral part of the picture, were developed (e.g., the letter C as the clock, the letter D as the drum). Results showed that (a) all three students reached mastery on consonant letter naming, and (b) all three students showed marked improvement for consonant sound production, with one student reaching mastery. Letter-sound correspondence performance remained near instructional levels one week post-intervention. Generalization data showed students could produce some words that began and ended with consonant sounds, once consonant letter-sound correspondence was mastered. 相似文献
235.
Stephanie?G.?Murdock Robert?E.?O’NeillEmail author Echo?Cunningham 《Journal of Behavioral Education》2005,14(1):5-18
There is currently controversy over the validity and applicability of functional behavioral assessment (FBA) procedures with students with emotional/behavioral disorders (E/BD). A set of FBA procedures, including teacher and student interviews and direct classroom observations, were carried out with eight students with disabilities (7 classified E/BD, one classified LD). Results indicated that when all three methods (teacher/student interviews, classroom observations) yielded a ranking for a function they agreed 64% of those occasions. For those situations in which there was overall disagreement there was agreement between teacher interview and classroom observations most of the time. Social validity data indicated that both students and teachers felt that the assessment procedures were a useful and productive process. 相似文献
236.
237.
Basic and applied research related to the effects of interspersing trials of maintenance (i.e., review) tasks among trials
of acquisition tasks on academic skill development is reviewed. In general, empirical research suggests that interspersing
procedures are effective in facilitating acquisition, learning rate, and maintenance. However, some inconsistency exists among
the data that suggests student learning, in some instances, may be impeded. Research also suggests that interspersing procedures
are not conducive to facilitating generalization. The discrepancy between various research findings and the consistent failure
of research on interspersing procedures to increase generalization is critically reviewed in relation to a hierarchical learning
theory set forth by Haring and Eaton (1978). From this hierarchical learning theory perspective, inconsistent results may
be better understood and predicted. Implications for current practice and directions for future research are also discussed. 相似文献
238.
Sean?P.?ReilleyEmail author Andrew?L.?Geers Dawn?L.?Lindsay Laura?Deronde William?N.?Dember 《Current psychology (New Brunswick, N.J.)》2005,24(1):43-59
Optimism and pessimism are personality variables that have repeatedly been shown to affect health, job performance, and social
relationships. Various instruments purport to measure these dispositions that differ substantially in their theoretical and
measurement models. While research has examined relations between subsets of these measures, their unique predictive ability
has been neglected. Three sequential studies evaluated the interrelation and predictive ability of the three most utilized
instruments, the Life Orientation Test (LOT), the O/P Instrument (OPI) and variants of the Attributional Style Questionnaire
(ASQ). Consistent with expectations, measures sharing a future-expectancy component (LOT and OPI) were moderately related
and most predictive of health, depression, and coping. ASQ measures were modestly related to the LOT and OPI and offered less
consistent predictions. 相似文献
239.
The central model for both Sigmund Freud and Carl Gustav Jung for the generation of schizophrenia’s hallucinations and delusional
system is described as the intrusion of nighttime dream states into the waking consciousness. In this theoretical exegesis,
a rent or tear is made in the ego instated by strongly repressed aggressive impulses which then create a dream-world for the
patient as they subsequently overwhelm ego defenses. A parallel between this mode of knowing and, for example, the regioning
of Martin Heidegger in his Discourse on Thinking is brought forward. Since these modes of thought are analogical and metaphorical,
analysis based on this similarity may provide for greater insight into the thought and perceptual disorders of schizophrenia.
An understanding of this kind of thought process may then provide a bridge towards more effective therapeutic interventions.
A distinction is made between thought processes, per se, and those causal factors of a biological nature. 相似文献
240.
Asli?Kesimci F.?Sevin??G?ral Tülin?Gen??zEmail author 《Current psychology (New Brunswick, N.J.)》2005,24(1):68-75
The present study aimed to investigate the determinants of stress-related growth. For this aim the associations of gender,
stressfulness of the event, and three coping strategies (problem-oriented, fatalistic, and helplessness) with stress-related
growth were tested by multiple regression analysis. Participants were 132 undergraduate students. Results revealed that females
reported higher levels of stress-related growth than males, and as expected, higher levels of the stressfulness of the event
associated with more stress-related growth. Furthermore, frequent utilization of problem-oriented and fatalistic coping strategies
was associated with higher stress-related growth. These findings were discussed in the light of relevant literature and culture-specific
features.
This work has been supported by the Turkish Academy of Sciences, in the framework of the Young Scientist Award Program (TG-TUBA-GEB>P/2002-l-l
1). 相似文献