全文获取类型
收费全文 | 118篇 |
免费 | 8篇 |
专业分类
126篇 |
出版年
2023年 | 1篇 |
2021年 | 1篇 |
2018年 | 3篇 |
2017年 | 6篇 |
2016年 | 7篇 |
2015年 | 3篇 |
2014年 | 4篇 |
2013年 | 19篇 |
2012年 | 4篇 |
2011年 | 7篇 |
2010年 | 3篇 |
2009年 | 2篇 |
2008年 | 7篇 |
2007年 | 7篇 |
2006年 | 5篇 |
2005年 | 4篇 |
2004年 | 6篇 |
2003年 | 3篇 |
2002年 | 3篇 |
2000年 | 1篇 |
1999年 | 3篇 |
1998年 | 2篇 |
1997年 | 3篇 |
1996年 | 1篇 |
1995年 | 2篇 |
1994年 | 1篇 |
1993年 | 3篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1990年 | 2篇 |
1989年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1981年 | 1篇 |
1980年 | 1篇 |
排序方式: 共有126条查询结果,搜索用时 15 毫秒
51.
Authorship on publications has been described as a “meal ticket” for researchers in academic settings. Given the importance
of authorship, inappropriate publication credit is a pertinent ethical issue. This paper presents an overview of authorship
problems and policies intended to address them. Previous work has identified three types of inappropriate authorship practices:
plagiarism, giving unwarranted credit and failure to give expected credit. Guidelines from universities, journals and professional
organizations provide standards about requirements of authors and may describe inappropriate practices; to a lesser extent,
they provide guidance for determining authorship order. While policies on authorship may be helpful in some circumstances,
they are not panaceas. Formal guidelines may not address serious power imbalances in working relationships and may be difficult
to enforce in the face of particular departmental or institutional cultures. In order to develop more effective and useful
guidelines, we should gain more knowledge about how students and faculty members perceive policies as well as their understanding
of how policies will best benefit collaborators. 相似文献
52.
53.
Alanna B. Gold Linda Ewing-Cobbs Paul Cirino Lynn S. Fuchs Karla K. Stuebing Jack M. Fletcher 《Child neuropsychology》2013,19(4):420-437
Cognitive assessments and behavioral ratings of attention were used to examine the relation of inattention to math performance in children. Third grade students with math difficulties (MD; n?=?17) and math and reading difficulties (MDRD; n?=?35) were administered the Attentional Network Test (ANT), as well as achievement and intelligence measures. Strengths and Weaknesses of ADHD-Symptoms and Normal-Behavior-IV (SWAN-IV) Inattention ratings were collected from teachers. Two comparison groups were also recruited: a typically achieving group (n?=?23) and a group that responded to a math-tutoring intervention (responders; n?=?54). On the ANT, children with MD and MDRD did not perform significantly different than typically achieving children or responders on measures of alerting and orienting attention and executive control. All subgroups did demonstrate performance patterns that were expected on the ANT. However, performance across blocks of the task was inconsistent, suggesting poor reliability. There were no relations between ANT performance and SWAN-IV behavioral inattention scores, though behavioral ratings of inattention correlated significantly with math performance. Children with MD and MDRD may have more difficulty with distraction and attention to detail in contextual situations, as opposed to impulsive responding in these settings. The lack of relation between cognitive attention and math performance may suggest that either the ANT does not assess the relevant attention constructs associated with math difficulties or may parallel studies of attention deficit/hyperactivity disorder (ADHD) in which cognitive and behavioral assessments are weakly related. 相似文献
54.
55.
Denisse L. Manrique Millones Pol Ghesquière Karla Van Leeuwen 《Journal of child and family studies》2014,23(5):885-894
The purpose of this study was to investigate psychometric properties (factorial structure, reliability, and criterion validity) of a Spanish version of the Parental Behavior Scale (PBS), an instrument developed to assess observable parental behavior. The sample consisted of 591 Peruvian families in Metropolitan Lima. Parents, mostly mothers, completed the scale regarding one target child attending 6th grade of primary education. Two models were tested using confirmatory factor analysis: a nine-factor model based on the original PBS and a five-factor model (PBS short version). Both models fitted the data well. A multi-sample confirmatory factor analysis showed that the factor structure, factor loadings and correlations were invariant for groups of parents with children in public or in private schools. Four factors showed adequate reliability: Positive Parenting, Rules, Discipline and Harsh Punishment. Correlational analyses showed significant associations between harsh punishment and child behavioral problems, measured with the Strengths and Difficulties Questionnaire, and with the family environment, measured with the Home Observation for Measurement of the Environment. 相似文献
56.
57.
A gender perspective has been incorporated in transnational migration studies over the last two decades in Spain. According to feminist inquiry, research has focused mainly on four areas: transnational maternities, transformation in global care regimes, multiple discrimination experiences and change in gender relations by means of migration. In this paper, we suggest that there is a fifth area that has been neglected: one that studies the ways in which governmentality practices, performed within service provision aimed at migrant populations, are enacted in host societies. We argue that mechanisms of categorisation developed in service provision in Spain contribute to the construction of the category of “Third World Women”. A set of discourses and practices that are based on gender and cultural assignation related with stereotyped understandings of migrated women in host societies, situating them as suitable workers for current care regimes within these societies. These mechanisms have an important impact on life situations experienced by many migrated women as they are integrated into a low waged and undervalued work market. Further developments must be made in this last area of inquiry from a critical standpoint, in order to avoid the reproduction of discriminatory practices within institutional intervention settings. 相似文献
58.
59.
60.
This study explored factors that determine the types of volunteer jobs older adults are placed in, as well as factors that define the meaning of their roles. With a sample of 169 elder community volunteers (mean age, 73 years), we investigated the patterns of job perceptions of women and men in two types of volunteer positions: jobs that involved leadership and jobs that did not. A two-way MANOVA with gender and leadership as independent variables revealed that there was a significant interaction effect. When men are leaders, their sense of interpersonal feedback is higher than when they are non-leaders, but their sense of influence and autonomy is lower. Women in leadership jobs feel more influential and autonomous than their peers in non-leadership jobs. Subsequent analyses probing differences in job placement suggested that work history was a significant predictor of leadership jobs for men, but not for women. Correspondingly, men with prestigious preretirement work histories perceived their volunteer roles as less influential than men who had been in lower status jobs before retirement. Work history was not a predictor of job perception for women. These placement and perception issues are discussed within the context of an historical perspective on paid work, with special emphasis on gender. 相似文献