全文获取类型
收费全文 | 958篇 |
免费 | 59篇 |
国内免费 | 1篇 |
专业分类
1018篇 |
出版年
2023年 | 7篇 |
2022年 | 4篇 |
2021年 | 9篇 |
2020年 | 18篇 |
2019年 | 33篇 |
2018年 | 25篇 |
2017年 | 44篇 |
2016年 | 44篇 |
2015年 | 28篇 |
2014年 | 32篇 |
2013年 | 96篇 |
2012年 | 46篇 |
2011年 | 42篇 |
2010年 | 38篇 |
2009年 | 26篇 |
2008年 | 34篇 |
2007年 | 30篇 |
2006年 | 52篇 |
2005年 | 36篇 |
2004年 | 30篇 |
2003年 | 35篇 |
2002年 | 27篇 |
2001年 | 9篇 |
2000年 | 18篇 |
1999年 | 15篇 |
1998年 | 21篇 |
1997年 | 23篇 |
1996年 | 21篇 |
1995年 | 12篇 |
1994年 | 8篇 |
1993年 | 11篇 |
1992年 | 6篇 |
1991年 | 3篇 |
1990年 | 5篇 |
1989年 | 4篇 |
1988年 | 6篇 |
1987年 | 9篇 |
1986年 | 5篇 |
1985年 | 8篇 |
1984年 | 11篇 |
1983年 | 11篇 |
1982年 | 10篇 |
1981年 | 11篇 |
1980年 | 9篇 |
1979年 | 9篇 |
1978年 | 9篇 |
1977年 | 9篇 |
1976年 | 6篇 |
1975年 | 5篇 |
1974年 | 4篇 |
排序方式: 共有1018条查询结果,搜索用时 15 毫秒
941.
The spread of endemic school violence in the United States from urban black, Hispanic, and other minority areas to white suburbia and smaller communities has alarmed the nation. Contrary to common belief, the incidence of school violence has been fairly stable except in the areas of violence against females and gang membership. The culture of violence and easy availability of guns is a major contributing factor. The relationship between school violence, suicidality and psychiatric disorders, specifically depressive disorders, conduct disorder, and alcohol and drug abuse are discussed within the framework of the psychological autopsy of suicide in children and adolescents. There are striking similarities between acts of school violence and suicidality. Specific guidelines are provided regarding clinical assessment of potentially violent youth with emphasis on exploration of attachment behavior in various developmental stages. 相似文献
942.
943.
Chen Sharon Malmberg Kenneth J. Prince Melissa Peckoo Shantai Criss Amy H. 《Psychonomic bulletin & review》2019,26(1):269-278
Psychonomic Bulletin & Review - Retrieval from episodic memory has consequences (Malmberg, Lehman, Annis, Criss, & Shiffrin, The Psychology of Learning and Motivation, 61;... 相似文献
944.
The majority of evidence on the interplay between academic and non‐academic skills comes from high‐income countries. The aim of this study was to examine the bidirectional associations between Ghanaian children's executive function, social‐emotional, literacy, and numeracy skills longitudinally. Children (N = 3,862; M age = 5.2 years at time 1) were assessed using direct assessment at three time points over the course of two school years. Controlling for earlier levels of the same skill, early executive function predicted higher subsequent literacy and numeracy skills, and early literacy and numeracy skills predicted higher subsequent executive function, indicating that the development of executive function and academic skills is inter‐related and complementary over time. Early literacy and numeracy predicted subsequent social‐emotional skills, but early social‐emotional skills did not predict subsequent literacy and numeracy skills. The findings provide longitudinal evidence on children's learning and development in West Africa and contribute to a global understanding of the relations between various developmental skills over time. 相似文献
945.
Preschool programs have expanded rapidly in low‐ and middle‐income countries, but there are widespread concerns about whether they are of sufficient quality to promote children's learning and development. We conducted a large school‐randomized control trial (‘Quality Preschool for Ghana’ – QP4G) of a one‐year teacher training and coaching program, with and without parental‐awareness meetings, designed to improve preschool quality and child development. We followed 3,435 children in 240 schools in the Greater Accra Region of Ghana, a country with universal pre‐primary education. A previous study reported positive impacts of teacher training (but not teacher training plus parental‐awareness meetings) at the end of the implementation year on some dimensions of classroom quality, teacher well‐being, and children's school readiness (Wolf et al., [2019] Journal of Research on Educational Effectiveness, 12, 10–37). The present study analyzed a new round of data collected 1 year after the end of implementation to assess (a) the extent of persistence in impacts on child development and (b) whether such impacts vary by select child, household, and school characteristics. We found impacts of the teacher training intervention on children's overall school readiness were sustained (d = 0.13), but were only marginally statistically significant. When broken down by domain, impacts on social–emotional skills specifically persisted. Persistent negative effects of teacher training plus parental‐awareness meetings varied by the literacy status of the male parent such that negative impacts were concentrated in children in households with non‐literate male heads. 相似文献
946.
Linda Skidmore Coggin Sharon Daley Jackie Sydnor Tammi R. Davis 《Reflective Practice》2019,20(2):143-159
Teacher candidates (TCs) must navigate personal, experiential, and theoretical discourses of learning to teach to establish a teaching identity. This article describes a critical case example of digital storytelling to imagine a future classroom. The qualitative research design situates the TCs’ digital stories as a performance and analyzes the art form to consider how they might use these texts to imagine and make visible this negotiation. The critical case shows how the TCs used the digital story to make sense of personal experiences, their image of an ideal teacher, methods coursework, and the personal struggle inherent across these sometimes disparate voices of learning to teach. Findings indicate that digital storytelling expands TCs’ reflective practice in the supportive environment of a teacher education program. 相似文献
947.
There has been growing use of reflective practice as a means for examining ethically important moments that occur during research. Reflective practice enables researchers to be alert to the unfolding of these ethically important moments and to consider how they will respond to them. In this paper, we use dialogic reflection to explore an ethically important moment that occurred during one of our research projects. We present our dialogic reflective conversation as a means of exploring the ethical issues associated with data ownership. We draw on this conversation to describe a framework for dialogic reflection that provides researchers with a process for engaging in reflection on their practice as ethical researchers. 相似文献
948.
We examined whether the reverse order technique can be implemented when people speak through an interpreter. A total of 40 Chinese, 40 Korean and 30 Hispanic participants were interviewed in English or in their own native language through an interpreter. Interviewees were asked to tell the truth or lie about a secret meeting they viewed. They were asked to recall what they saw in chronological order and then in reverse order. The reverse order technique revealed two cues to deceit (detail and commissions) when an interpreter was present, whereas no cues to deceit emerged when interviewees spoke in English. This suggests that the reverse order technique can be used with an interpreter but possibly not with non‐native speakers. Perhaps the combined task of speaking in a non‐native language and reporting in reverse order is mentally taxing for liars and truth tellers, thus making differences between them unlikely to emerge. Copyright © 2015 John Wiley & Sons, Ltd. 相似文献
949.
Priti Gupta Pragya Shah Swochchhanda Shrestha Sharon Gilad-Gutnick Suma Ganesh Tapan Gandhi Pawan Sinha 《Developmental science》2023,26(1):e13258
Judgments of facial attractiveness invariably accompany our perception of faces. Even neonates appear to be capable of making such judgments in a manner consistent with adults. This suggests that the processes supporting facial attractiveness require little, if any, visual experience to manifest. Here we investigate the resilience of these processes to several years of early-onset visual deprivation. Specifically, we study whether congenitally blind children treated several years after birth possess the ability to rate facial attractiveness in a manner congruent to normally sighted individuals. The data reveal significant individual variability in the way each newly sighted child perceives attractiveness. This is in marked contrast to data from normally sighted controls who exhibit strong across-subject agreement in facial attractiveness ratings. This variability may be attributable, in part, to atypical facial encoding strategies used by the newly sighted children. Overall, our results suggest that the development of facial attractiveness perception is likely to be vulnerable to early visual deprivation, pointing to the existence of a possible sensitive period early in the developmental trajectory. 相似文献
950.