全文获取类型
收费全文 | 749篇 |
免费 | 63篇 |
国内免费 | 3篇 |
出版年
2024年 | 2篇 |
2023年 | 8篇 |
2022年 | 8篇 |
2021年 | 18篇 |
2020年 | 18篇 |
2019年 | 21篇 |
2018年 | 25篇 |
2017年 | 20篇 |
2016年 | 18篇 |
2015年 | 19篇 |
2014年 | 22篇 |
2013年 | 58篇 |
2012年 | 16篇 |
2011年 | 28篇 |
2010年 | 16篇 |
2009年 | 27篇 |
2008年 | 26篇 |
2007年 | 34篇 |
2006年 | 26篇 |
2005年 | 20篇 |
2004年 | 18篇 |
2003年 | 13篇 |
2002年 | 17篇 |
2001年 | 1篇 |
2000年 | 1篇 |
1999年 | 6篇 |
1998年 | 2篇 |
1997年 | 2篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 3篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1985年 | 26篇 |
1984年 | 30篇 |
1983年 | 26篇 |
1982年 | 28篇 |
1981年 | 37篇 |
1980年 | 30篇 |
1979年 | 26篇 |
1978年 | 24篇 |
1977年 | 21篇 |
1976年 | 21篇 |
1975年 | 16篇 |
1974年 | 17篇 |
1973年 | 13篇 |
排序方式: 共有815条查询结果,搜索用时 671 毫秒
271.
How High Schools Become Empowering Communities: A Mixed‐Method Explanatory Inquiry into Youth‐Adult Partnership and School Engagement 下载免费PDF全文
Shepherd Zeldin Josset Sky Gauley Alexandra Barringer Brie Chapa 《American journal of community psychology》2018,61(3-4):358-371
Educational reform efforts emphasize empowerment and engagement, but these concepts are rarely translated into policy or classroom practice. This inquiry explores how schools can become places where students take ownership over their own learning. Phase 1 of this inquiry, a survey of students from diverse high schools, examines pathways to school engagement. Results indicated that youth voice in decision‐making, particularly when the experience is situated within supportive adult relationships and a sense of safety, significantly predicts emotional and cognitive engagement. Phase 2, a case study of an exemplary high school, sought to explain these pathways. Grounded in the theoretical perspectives of “empowered community settings” and “youth‐adult partnership,” analyses highlighted the importance of a shared belief system and core instructional activities that were student‐centered, affirmative, and strength‐based. Within this context, the opportunity role structure allowed students to exercise voice in creating their own educational program. The relational environment offered partnership and safety for academic risk‐taking. Teachers broke down traditional roles and power hierarchies in ways that helped students discover their own sources of engagement. The article identifies ways that community psychologists, as policy framers and as researchers, can help schools become places of empowerment and engagement. 相似文献
272.
Religion in the Hallways: Academic Performance and Psychological Distress among Immigrant origin Muslim Adolescents in High Schools 下载免费PDF全文
Ashmeet Kaur Oberoi Edison J. Trickett 《American journal of community psychology》2018,61(3-4):344-357
Islamic norms and Islamophobia present unique challenges for Muslim adolescents in Western countries. For Muslim students, even “secular” public schools are not a religion‐free space because their religious beliefs and values are central in their manner of living. To inquire more about these issues, an exploratory sequential design mixed‐method study was conducted that included focus groups and a survey addressing the public school experiences of Muslim adolescents in a Midwestern state in the United States and how those experiences are related to their academic achievement, educational aspirations, and psychological adjustment. Overall, the findings characterize this study's sample as coping well in the school context in terms of academic achievement, high educational expectations, and relatively low levels of psychological distress. However, those who experience greater frequency and severity of hassles at school report higher levels of psychological distress. In particular, the frequency of hassles associated with representing Islam, limited English competency, relations with both Muslim and non‐Muslim peers, and religious discrimination at school related to increased distress. Together, these findings suggest the importance of considering both individual and ecological determinants of wellbeing for Muslim adolescents. The findings also suggest the importance of looking more carefully at the sample, context, and time when the data were collected before making generalizations within or across cultural and/or religious groups. 相似文献
273.
Trauma,Emotions, and Memory in World Politics: The Case of the European Union's Foreign Policy in the Middle East Conflict 下载免费PDF全文
This article focuses on the impact of emotions on the European Union (EU)'s international identity and agency in the context of the memory of trauma. Emotions are understood as performances through which an actor expresses itself to others while constructing its identity, creating its agency, and potentially affecting the social order. It is argued that the memory of trauma is translated into EU foreign policy practice through emotional performances of EU representatives. Empirically, we explore this impact in relation to the EU's engagement in the Israel‐Palestinian prolonged conflict that has many underlying emotions linked with past traumatic experiences. By doing so, we aim to instigate a discussion between the emotions literature in International Relations and the European Union studies literature to nuance understanding of the politics of emotions that increasingly constrain what kind of a global actor the EU actually is or can become. 相似文献
274.
Lorella Ventura 《Islam & Christian-Muslim Relations》2018,29(3):349-369
The status of women is generally considered a measure of ‘modernity’ and it has often been exploited by the West to highlight the ‘backwardness’ of non-Western countries and to justify colonialism and ‘civilization’ endeavours. The question of women’s rights and its connection to ‘modernity’, however, is not simple. This article considers the example of Syria immediately before the revolts of 2011, and highlights that the government’s approach to the issue of women’s rights appears to have been inspired by a peculiar idea of ‘modernity’ that is not in line with the Western mainstream view, because it is not based on the centrality of the individual and does not include a view of secularization that underestimates the social and political importance of religious beliefs. Reflections on the peculiarities of the Syrian approach may help avoid simplifications and – more generally – may help us reflect on the premise of the mainstream Western approach to the issue in countries considered as ‘other’. 相似文献
275.
Natasha J. Cabrera Mindy Scott Jay Fagan Nicole Steward‐Streng Nicole Chien 《Family process》2012,51(3):307-324
We examined the long‐term direct and indirect links between coparenting (conflict, communication, and shared decision‐making) and preschoolers' school readiness (math, literacy, and social skills). The study sample consisted of 5,650 children and their biological mothers and fathers who participated in the Early Childhood Longitudinal Study‐Birth Cohort. Using structural equation modeling and controlling for background characteristics, we found that our conceptual model of the pathways from coparenting to child outcomes is structurally the same for cohabiting and married families. Controlling for a host of background characteristics, we found that coparenting conflict and shared decision‐making were negatively and positively, respectively, linked to children's academic and social skills and co‐parental communication was indirectly linked to academic and social skills through maternal supportiveness. Coparenting conflict was also indirectly linked to children's social skills through maternal depressive symptoms. The overall findings suggest that for both cohabiting and married families, the context of conflicted coparenting may interfere with the development of children's social competencies and academic skills, whereas collaborative coparenting promotes children's school readiness because mothers are more responsive to their children's needs. These findings have implications for programs aimed at promoting positive family processes in cohabiting and married families. 相似文献
276.
Ken J. Smythe-Leistico Colleen P. Young Laurie A. Mulvey Robert B. McCall Margaret Petruska Carole Barone-Martin Renata Capozzoli Tiffani Best Barbara A. Coffee 《American journal of community psychology》2012,50(3-4):357-369
The Interactive Systems Framework (ISF; Wandersman et al. in Am J Commu Psychol 41(3–4):171–181, 2008) was used to implement a kindergarten transition demonstration project collaboratively developed by elementary and early education providers, community‐based family and housing services, parents, and a University intermediary and technical assistance group. First person accounts from stakeholders at all levels provide a complementary and broad perspective on the project's implementation. The practice model blended existing research on kindergarten transition and parent involvement with feedback from stakeholders to create a community‐specific program designed to help all children make a smooth entry into kindergarten. During implementation, evidence‐based approaches needed to be adjusted to fit the specific needs of each community. Using the ISF as a guide, next steps and lessons learned include increasing leadership through a district‐wide plan that is still flexible within each school community, increasing information and supports to individual schools, and improving data collection for continuous program improvement. Special Issue: Advances in Bridging Research and Practice Using the Interactive System Framework for Dissemination and Implementation; Guest Editors: Abraham Wandersman, Paul Flaspohler, Catherine A. Lesesne, Richard Puddy; Action Editor: Emilie Phillips Smith 相似文献
277.
Paul D. Flaspohler Cricket Meehan Melissa A. Maras Kathryn E. Keller 《American journal of community psychology》2012,50(3-4):428-444
While the number and scope of evidence‐based health, education, and mental health services continues to grow, the movement of these practices into schools and other practice settings remains a complex and haphazard process. The purpose of this paper is to describe and present initial support for a prevention support system designed to promote high‐quality implementation of whole school prevention initiatives in elementary and middle schools. The function and strategies of a school‐based prevention support system are discussed, including key structures and activities undertaken to identify, select, and provide technical assistance to school personnel. Data collected over a 5 year period are presented, including evidence of successful implementation support for 5 different evidence‐based programs implemented with fidelity at 12 schools and preliminary evidence of goal attainment. Findings suggest the ongoing collection of information related to organizational readiness assists in the adoption and implementation of effective practices and initiatives and provide valuable insight into the development of results‐oriented approaches to prevention service delivery. Problems, progress, and lessons learned through this process are discussed to frame future research and action steps for this school‐based prevention support system. Special Issue: Advances in Bridging Research and Practice Using the Interactive System Framework for Dissemination and Implementation; Guest Editors: Abraham Wandersman, Paul Flaspohler, Catherine A. Lesesne, Richard Puddy; Action Editor: Emilie Phillips Smith 相似文献
278.
279.
Lauren A Buono Mary K Morris Robin D Morris Nicolas Krawiecki Fran H Norris Martha A Foster 《Child neuropsychology》2013,19(2):144-157
This study examined the predicted utility of the Nonverbal Learning Disabilities syndrome (NLD) (Rourke, 1995) for characterizing neurocognitive and psychosocial outcomes in 123 children with brain tumors. Children with brain tumors were found to be at high risk of having a specific academic deficit, particularly in arithmetic. Children with arithmetic deficit evidenced a higher rate of impairment on nonverbal tasks than on verbal tasks, whereas children with reading deficit evidenced a higher rate of impairment on verbal tasks than on nonverbal tasks. However, significant differences between children with arithmetic and reading deficits were not found for all of the component features of the NLD syndrome, and arithmetic deficit was not related to treatment with irradiation. 相似文献
280.
Adolescents move to evening orientation just when school schedule becomes earlier. Whereas school achievement has been associated to morningness orientation during morning school schedule, some studies have indicated that evening people are more intelligent. In this study the relative contribution of Morningness–Eveningness (M–E) in the prediction of school achievement, after controlling for age, sex/gender, inductive reasoning and sleep length was analyzed. Participants were 887 adolescents (aged 12–16). School achievement was evaluated using Grade Point Average (GPA), inductive reasoning was evaluated by reasoning subtest of Primary Mental Abilities (PMA-R), sleep length was calculated from rise time and bedtime questions, and M–E was evaluated by Morningness–Eveningness Scale for Children (MESC). Evening adolescents scored higher on PMA-R and obtained lower GPA. Inductive reasoning, age, sex/gender, sleep length and M–E accounted for 19% variance percentage on GPA. M–E was a significant predictor of school achievement even after controlling for traditional predictors, albeit slightly. 相似文献