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231.
The purpose of this article is to discuss curriculum-based measurement (CBM) as it is currently utilized in research and practice and to propose a new approach for developing measures to monitor the academic progress of students longitudinally. To accomplish this, we first describe CBM and provide several exemplars of CBM in reading and mathematics. Then, we present the research context for developing a set of seven curriculum-based measures for monitoring student progress in math problem solving. The rationale for and advantages of using statistical equating methodology are discussed. Details of the methodology as it was applied to the development of these math problem solving measures are provided. 相似文献
232.
Studies in Philosophy and Education - 相似文献
233.
Carolyn M. Jones Medine Todd Penner Marjorie Lehman 《Teaching Theology & Religion》2015,18(4):363-386
These three articles deal with the issue of faith in the classroom – whether one should teach “to,” “for,” or “against” faith. While their institutional settings and experiences are different, the authors all contend that more serious reflection needs to be given to the matter of how religious commitment plays out in our diverse pedagogical settings. The initial article by Carolyn Medine surveys the current climate regarding student spirituality in the classroom, the broader governmental concerns, and, the tensions that inform the choices available to a professor. Todd Penner's essay analyzes faith‐as‐ideology in the undergraduate classroom, and Marjorie Lehman's contribution analyzes how the issue manifests differently in Jewish Studies. 相似文献
234.
Effects of script training on the peer‐to‐peer communication of children with autism spectrum disorder 下载免费PDF全文
235.
Stuart Hall Kevin Lowden Marjorie Smith Paul Beaumont 《Journal of Beliefs & Values》2014,35(1):90-107
The article reports on quantitative research that examines: (1) the current practice in collaboration; and (2) potential for collaboration between Science and Religious Education teachers in a large sample of Scottish secondary schools. The authors adopt and adapt three models (conflict; concordat and consonance) to interrogate the relationship between science and religion (and the perceived relation between these two subjects in schools) (Astley and Francis 2010). The findings indicate that there is evidence of limited collaboration and, in a few cases, a dismissive attitude towards collaboration (conflict and concordat and very weak consonance). There is, however, evidence of a genuine aspiration for greater collaboration among many teachers (moving towards a more robust consonance model). The article concludes by discussing a number of key factors that must be realised for this greater collaboration to be enacted. 相似文献
236.
237.
Madelyn S. Gould PhD MPH Wendi Cross PhD Anthony R. Pisani PhD Jimmie Lou Munfakh BA Marjorie Kleinman MS 《Suicide & life-threatening behavior》2013,43(6):676-691
We examined the impact of the implementation of Applied Suicide Intervention Skills Training (ASIST) across the National Suicide Prevention Lifeline's national network of crisis hotlines. Data were derived from 1,507 monitored calls from 1,410 suicidal individuals to 17 Lifeline centers in 2008–2009. Callers were significantly more likely to feel less depressed, less suicidal, less overwhelmed, and more hopeful by the end of calls handled by ASIST‐trained counselors. Few significant changes in ASIST‐trained counselors' interventions emerged; however, improvements in callers' outcomes were linked to ASIST‐related counselor interventions, including exploring reasons for living and informal support contacts. ASIST training did not yield more comprehensive suicide risk assessments. 相似文献
238.
Alison M. Lake MA Suganthi Kandasamy MPH Marjorie Kleinman MS Madelyn S. Gould PhD MPH 《Suicide & life-threatening behavior》2013,43(6):692-703
We examined teenagers' attitudes about the role of mental illness in suicidal behavior and the relationship between these attitudes and suicide risk. Serious suicidal ideation or behavior and associated risk factors (gender, depression, substance problems, and first‐hand experience with a suicidal peer) were assessed in 2,419 students at six New York high schools. Less than one fifth of students thought that mental illness was a major contributor to suicide. Suicidal adolescents and those at risk were less likely than their nonsuicidal and low‐risk counterparts to associate suicide with mental illness. Our findings contribute to the debate over whether accepting attitudes toward suicide increase suicide risk. 相似文献
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240.
Colleen Jacobson PhD Kristen Batejan MA Marjorie Kleinman MS Madelyn Gould PhD MPH 《Suicide & life-threatening behavior》2013,43(6):646-662
The motives of suicide attempts among a community sample of 99 U.S. high school students were explored. Participants completed an in‐depth computer‐assisted self interview about their most recent attempts as well as additional psychosocial measures. Results indicated that nearly 75% of the adolescents engaged in suicide attempts for reasons other than killing themselves and that depressive symptoms and premeditation prior to the attempt were significantly associated with increased risk for engaging in the attempts with death as a clear motive. Linking motive for an attempt (death, interpersonal communication, emotion regulation) and treatment approach may improve prevention of subsequent attempts and completed suicides. 相似文献