全文获取类型
收费全文 | 598篇 |
免费 | 35篇 |
出版年
2023年 | 10篇 |
2020年 | 13篇 |
2019年 | 7篇 |
2018年 | 22篇 |
2017年 | 15篇 |
2016年 | 17篇 |
2015年 | 14篇 |
2014年 | 12篇 |
2013年 | 42篇 |
2012年 | 23篇 |
2011年 | 13篇 |
2010年 | 18篇 |
2009年 | 13篇 |
2008年 | 17篇 |
2007年 | 21篇 |
2006年 | 23篇 |
2005年 | 26篇 |
2004年 | 23篇 |
2003年 | 24篇 |
2002年 | 17篇 |
2001年 | 10篇 |
2000年 | 11篇 |
1999年 | 15篇 |
1998年 | 9篇 |
1997年 | 5篇 |
1996年 | 9篇 |
1994年 | 4篇 |
1993年 | 12篇 |
1992年 | 11篇 |
1991年 | 17篇 |
1990年 | 7篇 |
1989年 | 7篇 |
1988年 | 4篇 |
1987年 | 4篇 |
1986年 | 5篇 |
1985年 | 7篇 |
1983年 | 5篇 |
1982年 | 6篇 |
1981年 | 5篇 |
1980年 | 7篇 |
1978年 | 13篇 |
1977年 | 13篇 |
1976年 | 4篇 |
1975年 | 9篇 |
1974年 | 8篇 |
1972年 | 5篇 |
1971年 | 6篇 |
1970年 | 5篇 |
1968年 | 4篇 |
1967年 | 8篇 |
排序方式: 共有633条查询结果,搜索用时 15 毫秒
51.
Duncan P. Mercieca 《Studies in Philosophy and Education》2012,31(4):407-417
Educationalists are currently engaging with Jacques Rancière??s thought on emancipation and equality. The focus of this paper is on what initiates the process that starts emancipation. With reference to teachers the question is: how do teachers become emancipated? This paper discusses how the teacher??s life is made ??sensible?? and how sense is distributed in her life. Two stories are taken from Rancière??s own work, that of Ingrid Bergman and Joseph Jacotot, that give us an indication of the initiation process of emancipation. Then I will see this in relation to the teacher, Mr Briggs, who is one of the main characters of the play Our Day Out (1987) by Willy Russell. 相似文献
52.
Duncan C. Meyers Jason Katz Victoria Chien Abraham Wandersman Jonathan P. Scaccia Annie Wright 《American journal of community psychology》2012,50(3-4):481-496
According to the Interactive Systems Framework for Dissemination and Implementation, implementation is a major mechanism and concern in bridging research and practice. The growing number of implementation frameworks need to be synthesized and translated so that the science and practice of quality implementation can be furthered. In this article, we: (1) use the synthesis of frameworks developed by Meyers et al. (Am J Commun Psychol, 2012) and translate the results into a practical implementation science tool to use for improving quality of implementation (i.e., the Quality Implementation Tool; QIT), and (2) present some of the benefits and limitations of the tool by describing how the QIT was implemented in two different pilot projects. We discuss how the QIT can be used to guide collaborative planning, monitoring, and evaluation of how an innovation is implemented. 相似文献
53.
Marilyn L. Ray Mary Martha Wilson Abraham Wandersman Duncan C. Meyers Jason Katz 《American journal of community psychology》2012,50(3-4):415-427
Bringing evidence based programs to scale was a major initial impetus for the development of the Interactive Systems Framework for Dissemination and Implementation (ISF). The ISF demonstrates the importance of the Support System in facilitating the uptake of innovations in the community (the Delivery System). Two strategies that members of the Support System commonly use are training‐of‐trainers (TOT) models and technical assistance (TA). In this article, we focus on the role of the Support System in bringing evidence‐based programs (EBPs) to scale in the Delivery System using a case example, with special attention on two strategies employed by Support Systems—training‐of‐trainers (TOT) and proactive technical assistance. We then report on findings from a case example from the Promoting Science Based Approaches to Teen Pregnancy Prevention project that furthers our conceptualization of these strategies and the evidence base for them. We also report on the limitations in the literature regarding research on TOTs and proactive TA and provide suggestions for future research on TOTs and proactive TA that will enhance the science and practice of support in the ISF. Special Issue: Advances in Bridging Research and Practice Using the Interactive System Framework for Dissemination and Implementation; Guest Editors: Abraham Wandersman, Paul Flaspohler, Catherine A. Lesesne, Richard Puddy; Action Editor: Emilie Phillips Smith 相似文献
54.
55.
A popular form of virtue epistemology—defended by such figures as Ernest Sosa, Linda Zagzebski and John Greco—holds that knowledge can be exclusively understood in virtue‐theoretic terms. In particular, it holds that there isn't any need for an additional epistemic condition to deal with the problem posed by knowledge‐undermining epistemic luck. It is argued that the sustainability of such a proposal is called into question by the possibility of epistemic twin earth cases. In particular, it is argued that such cases demonstrate the need for virtue‐theoretic accounts of knowledge to appeal to an independent epistemic condition which excludes knowledge‐undermining epistemic luck. 相似文献
56.
57.
Alexandra N. Davis Haley Luce Natasha Davalos 《The Journal of genetic psychology》2018,179(4):183-197
The goal of the present study was to examine the links between life events and adolescents' social behaviors (prosocial and aggressive behaviors) toward specific targets and to examine how empathic concern may play a role in these associations. The study examined two hypotheses: both the mediating role of empathic concern and the moderating role of empathic concern. The sample included 311 high school students from the Midwest (M age = 16.10 years; age range = 14–19 years; 58.7% girls; 82.7% White, 13.6% Latino). The results demonstrated support for the moderation model as well as complex links between life events and prosocial and aggressive behaviors toward specific targets. The discussion focuses on the role of empathic concern in understanding how life events are ultimately associated with adolescents' social development. 相似文献
58.
59.
A conspicuous oversight in recent debates about the vexed problem of the value of knowledge has been the value of knowledge-how. This would not be surprising if knowledge-how were, as Gilbert Ryle [1945, 1949] famously thought, fundamentally different from knowledge-that. However, reductive intellectualists [e.g. Stanley and Williamson 2001; Brogaard 2008, 2009, 2011; Stanley 2011a, 2011b] maintain that knowledge-how just is a kind of knowledge-that. Accordingly, reductive intellectualists must predict that the value problems facing propositional knowledge will equally apply to knowledge-how. We show, however, that this is not the case. Accordingly, we highlight a value-driven argument for thinking (contra reductive intellectualism) that knowledge-how and knowledge-that come apart. 相似文献
60.
Heller MA Kennedy JM Clark A Mccarthy M Borgert A Wemple L Fulkerson E Kaffel N Duncan A Riddle T 《Perception》2006,35(10):1397-1420
In the first three experiments, subjects felt solid geometrical forms and matched raised-line pictures to the objects. Performance was best in experiment 1 for top views, with shorter response latencies than for side views, front views, or 3-D views with foreshortening. In a second experiment with blind participants, matching accuracy was not significantly affected by prior visual experience, but speed advantages were found for top views, with 3-D views also yielding better matching accuracy than side views. There were no performance advantages for pictures of objects with a constant cross section in the vertical axis. The early-blind participants had lower performance for side and frontal views. The objects were rotated to oblique orientations in experiment 3. Early-blind subjects performed worse than the other subjects given object rotation. Visual experience with pictures of objects at many angles could facilitate identification at oblique orientations. In experiment 5 with blindfolded sighted subjects, tangible pictures were used as targets and as choices. The results yielded superior overall performance for 3-D views (mean, M = 74% correct) and much lower matching accuracy for top views as targets (M = 58% correct). Performance was highest when the target and matching viewpoint were identical, but 3-D views (M = 96% correct) were still far better than top views. The accuracy advantage of the top views also disappeared when more complex objects were tested in experiment 6. Alternative theoretical implications of the results are discussed. 相似文献