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881.
Janine P. Stichter Melissa Stormont Timothy J. Lewis Tia Schultz 《Journal of Behavioral Education》2009,18(4):331-344
The use of effective instructional strategies is clearly emphasized in current educational reform, especially in the area
of reading. The purposes of this study were to investigate the rates at which specific instructional practices (i.e., attention
signals, prior knowledge supports, previews, instructor modeling, student modeling, organizational prompts) were utilized
during literacy time in elementary schools, determine if there were relationships among the instructional variables, and explore
if teachers in Title I schools and teachers in non-Title I schools differed in their use of specific practices. Participants
included teachers and students from 35 classrooms who were each observed for 5 hours, resulting in a total of 175 observation
hours. The Setting Factors Assessment Tool (SFAT) was used to measure the antecedent instructional variables. Main results
included that teachers in non-Title I classrooms used significantly more prior knowledge references than teachers in Title
I schools; the effect size for this finding was large. Several correlations among the instructional variables were significant.
The article concludes with a discussion of the main findings, implications for future research and the limitations of this
study. 相似文献
882.
Tyson E. Lewis 《Studies in Philosophy and Education》2009,28(6):485-498
In this paper I chart the origins of modern day “biopedagogy” through an analysis of two historically specific figures of
abnormality: the nervous child and the degenerate. These two figures form the positive (hygienic) and negative (eugenic) surfaces
of biopolitics in education, sustained and articulated through the category of immunization. By analyzing the relation between
the medical discourse of immunity and the practice of pedagogy, I will reveal how biopedagogy is predicated on a dialectical
reversal of life into death and thus unsustainable for furthering social democracy. In conclusion, I begin to search for an
affirmative notion of biopolitical education that is no longer predicated on the dialectics of immunization. For help in this
project, I briefly suggest that a theory of natality helps to disentangle the promise of life from its negation in the form
of educational eugenics and mental hygiene. 相似文献
883.
Holly E. Brophy‐Herb Mildred Horodynski Sara B. Dupuis Erika London Bocknek Rachel Schiffman Esther Onaga Laurie A. Van Egeren Hiram E. Fitzgerald Mary Cunningham‐Deluca Shelley Hawver Madonna Adkins Sarah Thomas 《Infant mental health journal》2009,30(3):203-222
As part of a curriculum‐development project, focus groups were implemented with Early Head Start staff and with parents of infants and toddlers enrolled in Early Head Start. Focus groups were designed to identify staff and parent beliefs about early emotional development. Three major themes were identified that crossed the staff and parent focus groups: (a) Infants' and toddlers' abilities to have emotions and to be aware of others' emotions; (b) roles of parents as advocates, teachers, and disciplinarians; and (c) parental reflectivity about their own experiences as influences on their parenting. The findings suggest that parents participating in Early Head Start have some knowledge about basic emotions and the developmental nature of emotions, but may easily misinterpret emotional displays only as attempts at manipulation rather than as valid expressions of feelings; expectations for gender‐appropriate emotional expressiveness begin early; more empowered parents may view themselves as role models and teachers for their children; and more reflective parents are better prepared to engage in the sensitive interactions needed to guide young children's growing awareness of their own and others' emotions. Implications for parenting education and program planning utilizing an infant mental health perspective are discussed. 相似文献
884.
Cheryl R. Kaiser Benjamin J. Drury Kerry E. Spalding Sapna Cheryan Laurie T. O’Brien 《Journal of experimental social psychology》2009,45(3):556-559
Do Americans think that, because of Barack Obama’s election, affirmative action and other policies that address racial injustice are no longer necessary? In this study, we examined this question by assessing participants’ perceptions of racial progress and support for remedying racial injustice both prior to and after Barack Obama’s presidential victory. Following the election, participants increased their perception that racism is less of a problem in the US today than in times past. They also expressed less support for policies designed to address racial inequality. Given the continued prevalence of racial disparities in virtually all aspects of American society, these results raise important implications for the status of policies aimed at eliminating racial injustice. 相似文献
885.
The American Journal of Psychoanalysis - This paper examines the paradox of Selfless–Self-Transcendence, that is, how the self is enriched through... 相似文献
886.
Prior psychological work on Gricean implicature has revealed much about how listeners infer (comprehension) but little about how speakers imply (production). This is surprising given the inherent link between the two. This study aimed to obtain a more integral understanding of implicatures by investigating the processes that are shared between inference and implication. In two experiments, a participant and a confederate engaged in a dialogue game that invited the use of implicatures. In each there was a global priming manipulation, in which a confederate predominantly used implicit or explicit utterances, and a local priming manipulation, in which the utterance structure varied from trial to trial. Participants could choose whether to imply or use an explicit expression. Our results revealed that speaker and listener align on their use of implicatures. We interpret the local priming results as providing evidence of shared implicature representations between speaker and listener, and the global priming results as a form of audience design. We also present a model of implicature production that explains our findings. 相似文献
887.
Flores Andrew R. Haider-Markel Donald P. Lewis Daniel C. Miller Patrick R. Tadlock Barry L. Taylor Jami K. 《Sex roles》2020,83(5-6):382-398
Sex Roles - We examine the roles of gender, gender attitudes, and interest in sports on public attitudes about transgender people’s participation in athletics. Using a representative survey... 相似文献
888.
889.
Myra Leifer Linda Croner Wax Laurie Leventhal-Belfer Andrea Fouchia Margie Morrison 《Infant mental health journal》1989,10(2):100-116
A quantitative single case study is presented to illustrate how an early intervention program used two therapeutic modalities to treat a depressed mother and her 2-month-old son. Drawing upon an ecological, transactional model of development, the case study utilized a multimethod, longitudinal approach to assess the infant's developmental competence and attachment status, the mother's history and current psychosocial functioning, patterns of mother-infant interaction, and components of the family's social ecology. Measures were administered during a baseline period to assess pre-intervention functioning and were systematically repeated throughout the 2-year period of intervention. The treatment modalities included psychodynamically oriented individual therapy and Parent-Infant Relationship Treatment (PIRT) in which the dyad was also seen by a second therapist to foster more adaptive mother-infant transactional patterns. The findings indicated increased infant developmental competence and a shift from an insecure to a secure attachment classification, improved maternal psychosocial functioning, and a decline in the dyadic interactional pattern of maternal intrusiveness and infant withdrawal. The advantages of using two treatment modalities and a single case approach to evaluation are discussed. 相似文献
890.