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171.
Spheres of Justice within Schools: Reflections and Evidence on the Distribution of Educational Goods
Clara Sabbagh Nura Resh Michal Mor Pieter Vanhuysse 《Social Psychology of Education》2006,9(2):97-118
This article argues that there are distinct spheres of justice within education and examines a range of justice norms and
distribution rules that characterize the daily life of schools and classrooms. Moving from the macro to micro level, we identify
the following five areas: the right to education, the allocation of (or selection into) learning places, teaching–learning
practices, teachers’ treatment of students, and student evaluations of grade distribution. We discuss the literature on the
beliefs by students and teachers about the just distribution of educational goods in these five domains, and on the practices
used in the actual allocation of these goods. In line with normative ‘spheres of justice’ arguments in social theory, we conclude
that the ideals of social justice within schools vary strongly according to the particular resource to be distributed. Moreover,
these ideals often do not correspond with the practices that actually guide resource distribution in education, which may
go some way toward explaining explicit or latent conflicts in this sphere.
Justice is a human construction, and it is doubtful that it can be made in only one way – Michael Walzer (1983, p. 5) 相似文献
172.
173.
Emilija Djurdjevic Christopher C. Rosen Samantha A. Conroy Shannon L. Rawski Katherine U Sosna 《International Journal of Selection & Assessment》2019,27(2):180-192
Job seekers now have access to a number of internet resources (e.g., social media, chat rooms, and message boards) that provide information about potential employers. These resources provide potential job applicants with extensive amounts of third‐party information about organizations, including information about the extent to which a particular organization's climate can be characterized as being political. Unfortunately, owing to a dearth of research on this topic, it is unclear to what extent such information about an organization's political climate might affect the recruiting process. Therefore, drawing from the Attraction‐Selection‐Attrition model, we considered the extent to which potential job applicants are less (more) likely to pursue jobs in organizations that are perceived as more (less) political. We further identified Machiavellianism as a potential moderator of this relationship, given that this trait reflects the extent to which an individual would “fit” into a highly political work environment. Across three studies, our findings provide evidence that job applicants report being less likely to pursue jobs in organizations characterized by high levels of workplace politics. The results further indicated that Machiavellianism attenuates this negative effect. In light of our findings, we discuss implications for how information that is not controlled by the organization (e.g., information provided by social media or other internet‐based sources) affects job pursuit intentions and the organization's applicant pool. 相似文献
174.
175.
Anke Slabbert 《Journal of Psychology in Africa》2019,29(2):176-181
This study explored how students’ perceptions of their lecturers’ dress code influenced their inferences about the professional competences of the lecturers. Survey respondents were 102 students from a South African university of technology (female = 60%; age range = 18 to 25 years, SD: Image 1 = 0.75; Image 2 = 0.60; Image 3 = 0.83 and Image 4 = 0.67). They responded to a structured survey with picture illustration figures of alternative dress code and across dimensions of professional competences: rapport, fairness, knowledge and credibility, and organisation and preparation. The findings suggest that lecturers’ dress code does influence students perceptions of lecturers’ qualities in the academic work environment. Results showed that students percieve both male and female professionally dressed lecturers more positively than casually dressed lecturers. Furthermore, instructor attire did not affect female and male students differently. 相似文献
176.
The major aim of this review is to propose new ways of thinking about the role of parents in the development and course of children’s relationally aggressive behavior. An important theoretical framework from which to start thinking about linkages between parenting and relational aggression is provided by attachment theory. Attachment theory proposes that early family experiences are an important basis for the development of later peer relationships. Recent studies are only beginning to suggest possible linkages between children’s parental attachment and relational aggression. One possible reason for the scant research is that theoreticians studying these constructs have not yet developed a conceptual framework combining the two, but rather have focused on different characteristics of different interpersonal contexts. Based on the premise that both relational aggression and attachment are relational constructs and given the already established correlations between insecure attachment and physical aggression, this paper will attempt to devise a heuristic model that may serve as an aid to discover links between parent–child interactions, attachment, and relational aggression. Finally, implications for future studies of relational aggression are discussed. 相似文献
177.
Schwartz D Gorman AH Dodge KA Pettit GS Bates JE 《Journal of abnormal child psychology》2008,36(5):719-730
This paper reports two prospective investigations of the role of friendship in the relation between peer victimization and grade point averages (GPA). Study 1 included 199 children (105 boys, 94 girls; mean age of 9.1 years) and Study 2 included 310 children (151 boys, 159 girls; mean age of 8.5 years). These children were followed for two school years. In both projects, we assessed aggression, victimization, and friendship with a peer nomination inventory, and we obtained children's GPAs from a review of school records. Peer victimization was associated with academic declines only when children had either a high number of friends who were above the classroom mean on aggression or a low number of friends who were below the classroom mean on aggression. These results highlight the importance of aggression levels among friends for the academic adjustment of victimized children. 相似文献
178.
Racial asymmetry, the circumstance of having a teacher’s race differ from that of his or her student’s race, is often considered
important because most Black students are taught by White teachers. This paper analyzes data from a nationally representative
sample of students and teachers to ascertain the extent to which Black and White teachers differ in their evaluations of the
work habits of their Black pupils. Unlike most other investigations on this topic, we explored the likelihood that subject
matter and school demographics influence teacher-student relationships beyond the more visible factors of racial symmetry
or asymmetry. Our analyses of NELS: 88 data using this framework reveal an inconsistent racial effect on teachers’ evaluations
of Black students. The ratings of African American pupils by both Black and White teachers seem to be influenced by both the
academic subject they teach and the demographic characteristic of the school. We discuss these findings and suggest avenues
for further study.
相似文献
Roger ShouseEmail: |
179.
Laura L. Brock Tracy K. Nishida Cynthia Chiong Kevin J. Grimm Sara E. Rimm-Kaufman 《Journal of School Psychology》2008,46(2):129-149
This study examines the contribution of the Responsive Classroom (RC) Approach, a set of teaching practices that integrate social and academic learning, to children's perceptions of their classroom, and children's academic and social performance over time. Three questions emerge: (a) What is the concurrent and cumulative relation between children's perceptions of the classroom and social and academic outcomes over time? (b) What is the contribution of teacher's use of RC practices to children's perceptions and social and academic outcomes? (c) Do children's perceptions of the classroom mediate the relation between RC teacher practices and child outcomes? Cross-lagged autoregressive structural equation models were used to analyze teacher and child-report questionnaire data, along with standardized test scores collected over 3 years from a sample of 520 children in grades 3-5. Results indicate a significant positive relation between RC teacher practices and child perceptions and outcomes over time. Further, children's perceptions partially mediated the relation between RC teacher practices and social competence. However, the models did not demonstrate that child perceptions mediated the relation between RC practices and achievement outcomes. Results are explained in terms of the contribution of teacher practices to children's perceptions and student performance. 相似文献
180.
V. P. Sisiopiku D. Akin 《Transportation Research Part F: Traffic Psychology and Behaviour》2003,6(4):249-274
This paper presents findings from an observational study of pedestrian behaviors at various urban crosswalks and a pedestrian user survey which sought pedestrian perceptions toward various pedestrian facilities in a divided urban boulevard located next to a large university campus, Michigan State University, East Lansing, MI, USA. Such facilities included signalized and unsignalized intersection crosswalks, unsignalized marked and non-striped midblock crosswalks, physical barriers (vegetation and two-foot high concrete wall), midblock crosswalk shelters, colored paving (red brick pavement) at medians and curbs, and pedestrian warning signs at midblock crossing locations, messaging “cross only when traffic clears.” Pedestrian behavior data were obtained from the reduction of video images of pedestrian movements recorded throughout the study site. Pedestrian perceptions information was obtained through a user survey completed by pedestrians using the study site. It was found that unsignalized midblock crosswalks were the treatment of preference to pedestrians (83% reported a preference to cross) and also showed high crossing compliance rate of pedestrians (71.2%). It was also evident that the crosswalk location, relative to the origin and destination of the pedestrian, was the most influential decision factor for pedestrians deciding to cross at a designated location (90% said so). Proper traffic control can further encourage pedestrian crossings at designated locations since the effect of the availability of pedestrian signal to influence pedestrians’ decisions to cross at a specific location was quite high (74% said so). Moreover, vegetation and concrete barriers influenced the decision to cross of a significant number of pedestrians surveyed (65%). It is expected that the findings from this study will help traffic engineers, urban planners and policy makers understand pedestrian behaviors and attitudes at/towards pedestrian crosswalks. 相似文献