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251.
An alternating treatments design was used to compare the effects of two response modes on acquisition and retention rates
of letter naming fluency performance (LNF) by six kindergarten English Language Learners (ELLs) performing below the average
letter naming level and slope of other ELL classmates. With equal amounts of practice opportunities, ELLs practiced by orally
reading printed letters (see/say) or practiced by pointing to a printed letter that was orally read to them (hear/point).
The see/say intervention practiced printed letter sounds to enhance oral reading competence. Alternatively, the hear/point
intervention confirmed a non-verbal recognition of oral letter sounds to increase attention and information processing of
oral and printed letters prior to an oral LNF assessment. The see/say intervention was moderately more effective on LNF rates
than the hear/point intervention for all ELLs on the acquisition assessment and for 4 of the 6 ELLs on the retention assessment.
Results are discussed in terms of efficiency as well as effectiveness when making decisions about selecting and implementing
responsiveness to intervention assessments when ELLs students are not responding to an effective general education program. 相似文献
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253.
Laura L. Beauvais David E. Desplaces David E. Melchar Susan M. Bosco 《Journal of Academic Ethics》2007,5(1):121-136
This paper examines faculty perceptions regarding ethical behavior among colleagues and students, and faculty practices with
regard to teaching ethics in three institutions over a 4-year period. Faculty reported an uneven pattern of unethical behavior
among colleagues over the period. A majority of business courses included ethics, however as both a specific topic on the
syllabus and within course discussions. The percentage of courses with ethics discussions increased in 2006, however, the
time allocated to these discussions decreased. These results suggest that faculty are approaching ethics instruction less
formally, raising concerns over the success of curriculum integration. 相似文献
254.
In their recent article Powell and Nettelbeck (2014) question the predictive validity of intellectual curiosity for academic performance. We discuss here three issues we found with their report. 相似文献
255.
未来中国马克思主义哲学 总被引:2,自引:0,他引:2
中国马克思主义哲学研究的未来走向,与过去和现在的研究现状密切相关,必然受多种因素的制约,主要是:马克思主义哲学中国化的传统、时代与时代主题、中国现代化建设的历史进程、世界性的哲学交流与对话等等。论文就相关问题,如哲学与政治、学术性与现实性、理论与实践、哲学与群众、主流学派与非主流学派、革命家与哲学家、哲学研究方式与实证研究方式等进行讨论。论文的结论:中国化的马克思主义研究将仍然是主流,过去哲学研究那种大一统的局面将不复存在,多样性的研究、主流学派与非主流学派并存,在建设中国特色的社会主义中,各种研究路径互相竞争、互相切磋、互相促进,未来中国马克思主义哲学研究将会出现前所未有的繁荣 相似文献
256.
Does anticipated future racial discrimination undermine African-American adolescents' academic motivation and performance? Do face-to-face experiences with racial discrimination at school undermine African-American adolescents' academic functioning? Does African-American ethnic identity buffer these relations? This paper addresses these questions using two waves of data from a longitudinal study of an economically diverse sample of African-American adolescents living near Washington D.C. The data were collected at the beginning of the 7th grade and after the completion of the 8th grade. As expected, the experiences of day-to-day racial discrimination at school from one's teachers and peers predicted declines in grades, academic ability self-concepts, and academic task values. A strong, positive connection to one's ethnic group (our measure of ethnic identity) reduced the magnitude of the association of racial discrimination experiences with declines in both academic self-concepts and school achievement. Most youth responded to anticipated future discrimination with increased academic motivation. 相似文献
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259.
Five-factor personality ratings were provided by undergraduate freshmen, their parents, and their college peers as predictors of cumulative GPA upon graduation. Conscientiousness ratings were significant predictors of GPA by all three raters; peer ratings of Conscientiousness were the only significant predictor of GPA when self-, parent-, and peer-ratings of Conscientiousness were examined simultaneously. College major was a moderator of this relationship, with self- and parent-ratings of Conscientiousness correlating more strongly with GPA among Social Science majors and parent-ratings of Conscientiousness correlating less strongly with GPA among Science majors. These findings replicate existing research regarding the validity of informant ratings as predictors of behavioral outcomes such as academic performance, while emphasizing the importance of including multiple informants from various life contexts. 相似文献
260.
Research based on system justification theory has shown that women’s self-perceptions may be altered by the motivation to justify the system and its inequalities. Self-perceptions being built on past experiences, the present study aimed to explore how system justification motivation induced through a system dependency manipulation may alter both women’s recall of autobiographical memories and their behavior. Women who were led to feel highly dependent on the social system perceived themselves as more competent and recalled memories of higher competence in the verbal domain compared with the negatively stereotyped scientific domain. Women’s behavioral choices (between doing a verbal or a math exercise) also revealed a higher preference for the gender stereotype–consistent verbal exercise in the high–system dependency condition, as compared with the low–system dependency condition. These results suggest that gender stereotypes may not only satisfy self- or group-serving motivation but also the need to perceive the system in a positive light. 相似文献