全文获取类型
收费全文 | 260篇 |
免费 | 6篇 |
专业分类
教育 | 199篇 |
科学研究 | 11篇 |
各国文化 | 3篇 |
体育 | 25篇 |
综合类 | 1篇 |
文化理论 | 3篇 |
信息传播 | 24篇 |
出版年
2022年 | 5篇 |
2021年 | 4篇 |
2020年 | 7篇 |
2019年 | 10篇 |
2018年 | 14篇 |
2017年 | 10篇 |
2016年 | 16篇 |
2015年 | 7篇 |
2014年 | 6篇 |
2013年 | 70篇 |
2012年 | 6篇 |
2011年 | 6篇 |
2010年 | 4篇 |
2009年 | 4篇 |
2008年 | 4篇 |
2007年 | 6篇 |
2006年 | 2篇 |
2005年 | 3篇 |
2004年 | 7篇 |
2003年 | 6篇 |
2002年 | 2篇 |
2001年 | 5篇 |
2000年 | 3篇 |
1999年 | 3篇 |
1998年 | 2篇 |
1992年 | 3篇 |
1990年 | 3篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1981年 | 3篇 |
1980年 | 4篇 |
1979年 | 5篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1974年 | 2篇 |
1973年 | 1篇 |
1970年 | 1篇 |
1969年 | 1篇 |
1968年 | 3篇 |
1967年 | 1篇 |
1966年 | 3篇 |
1936年 | 1篇 |
1899年 | 1篇 |
排序方式: 共有266条查询结果,搜索用时 15 毫秒
31.
Educational Psychology Review - Previous simulation studies of randomization tests applied in single-case educational intervention research contexts have typically focused on A-to-B phase changes... 相似文献
32.
Paul J. Ford 《Ethics and Information Technology》2001,3(2):113-121
This is a follow-up article toPhilip Brey's ``The ethics of representation andaction in Virtual Reality' (published in thisjournal in January 1999). Brey's call for moreanalysis of ethical issues of virtual reality(VR) is continued by further analyzing issuesin a specialized domain of VR – namelymulti-user environments. Several elements ofBrey's article are critiqued in order to givemore context and a framework for discussion.Issues surrounding representations ofcharacters in multi-user virtual realities aresurveyed in order to focus attention on theimportance of additional discussion andanalysis of specialized aspects of VR. 相似文献
33.
Effects of a prenatal care intervention for adolescent mothers on birth weight, repeat pregnancy, and educational outcomes at one year postpartum 下载免费PDF全文
Ford K Weglicki L Kershaw T Schram C Hoyer PJ Jacobson ML 《The Journal of perinatal education》2002,11(1):35-38
About one-third of adolescent mothers receive inadequate prenatal care, and babies born to young mothers are more likely to be of low birth weight. The objective of this study is to evaluate a peer-centered prenatal care program for adolescent mothers. Pregnant adolescents were randomly assigned to an experimental or control group in a mastery modeling peer-support intervention designed to improve long- and short-term perinatal outcomes. A sample of 282 urban pregnant adolescents (94% African American, 4% Caucasian, 2% other) participated in the study. Participants were recruited from five clinics located mainly in Detroit, Michigan. Participants in the experimental group received care in a small group setting and learned to perform critical measurements with a peer partner during prenatal visits. Participants in the control group received individual prenatal care in the same clinics. Outcome measures included birth weight, years of schooling completed at one year postpartum, planned and unplanned pregnancy at one year postpartum, and employment and school attendance at one year postpartum. Mothers in the experimental group had a lower rate of low birth weight (6.6% vs. 12.5%, p=0.08). The rate of unplanned pregnancy was also lower for adolescents in the experimental group (13.4% vs. 15.9%), although this difference was not statistically significant. Adolescents who participated in the intervention were more likely to have continued their education during the pregnancy and the postpartum year. The mastery modeling, peer-centered, prenatal care program produced some positive pregnancy outcomes for adolescent mothers. 相似文献
34.
Gifted girls of color represent a potentially untapped resource for increasing and sustaining a diverse science, technology, engineering, and mathematics (STEM) workforce. Girls of color possess unique mathematics and science gifts and talents that can remain unrealized if not addressed before middle school. Culturally responsive STEM out-of-school-time (OST) activities can be an effective means to develop STEM capacity in gifted girls of color. The researchers present three considerations to support the implementation of STEM OST. First, they offer a rationale for culturally relevant STEM enrichment activities for gifted girls of color. Next, the researchers consider how culturally relevant STEM OST activities can help to close the achievement gap. Finally, they explain how professional mentorship opportunities within OST activities can help gifted girls of color navigate the STEM pipeline. 相似文献
35.
Preadolescents'' Social-Emotional Adjustment and Selective Attrition in Family Research 总被引:2,自引:0,他引:2
Daniel A. Weinberger Steven K. Tublin Martin E. Ford S. Shirley Feldman 《Child development》1990,61(5):1374-1386
Researchers often ask subjects to commit considerable time and effort to completing tasks that are not especially enjoyable. In a multistage investigation of sixth-grade boys and their families, we hypothesized that boys who were prone to high levels of distress (i.e., anxiety, depression, low self-esteem, and low well-being) but only low or moderate levels of self-restraint (i.e., consideration of others, impulse control, suppression of aggression, and responsibility) would be particularly unlikely to agree to participate. Consistent with this hypothesis, boys from 33 classrooms who were nominated by their peers as high in distress and moderate or low in self-restraint were significantly less likely than other boys to take part in an in-class survey. In addition, the families of boys who scored high in distress and moderate or low in self-restraint on the Weinberger Adjustment Inventory (WAI) were less likely than other families to agree to an observation session in their homes and to a series of telephone interviews about daily events in the boys' lives. Across the 3 phases of the research, the cumulative attrition rate of these at-risk boys was approximately 80%, compared to only 50% for those low in distress and/or high in self-restraint. These results suggest that the children of greatest interest in studies of social competence and family interaction may often be among those least adequately represented. 相似文献
36.
37.
Katie Finning Kate Harvey Darren Moore Tamsin Ford Becky Davis Polly Waite 《Emotional and Behavioural Difficulties》2018,23(2):213-225
School attendance problems are associated with a range of adverse consequences, and educational practitioners play a role in identifying and responding to attendance problems. This qualitative study explored educational practitioners’ experiences of working with students with attendance problems and interventions to address them. Focus groups were conducted with sixteen practitioners across three secondary schools. Data were analysed using thematic analysis. Attendance problems were considered resource-intensive and emotionally challenging. Practitioners expressed difficulty understanding causes, although individual/family factors were emphasised over school factors. A range of interventions were described, including adaptations to school context and providing emotional support. Views on punitive approaches were mixed. Individualised interventions implemented at the first sign of problems, and a team approach, were considered important. Findings highlight the important role of educational practitioners in identifying attendance problems and implementing interventions. Recommendations include early intervention, team-work, and emotional support for students with, and staff responding to, attendance problems. 相似文献
38.
39.
In Leonard Koos’s book, The Junior-College Movement, he described the establishment of a junior college in an American public school district as the ‘culmination of the local school system’, alluding to the prestige associated with having a junior college in a community. The best-known example of this arrangement was in Pasadena, California where the combined high school and college operated for 27 years. Less well known is the four-year junior college in central Missouri called Moberly Junior College (MJC). MJC operated as a combined high school and college for 36 years from the autumn of 1931 to the autumn of 1967, the longest running four-year junior college in the United States. This case study of the college examines how the seamless transition between high school and college was accomplished, and what changes in the institution and the educational environment led to the eventual dissolution of the four-year junior college. 相似文献
40.
Ford K Hoyer P Weglicki L Kershaw T Schram C Jacobson M 《The Journal of perinatal education》2001,10(2):15-22
The objective of this study was to examine changes in self-concept and self-efficacy during the childbearing year among adolescent mothers (defined as young mothers up to age 20) who were involved in a behavioral intervention. Subjects included a sample of 282 urban, pregnant adolescents (94% African American, 4% white, 2% other). The Tennessee Self-Concept Scale (TSCS) was used to measure self-concept. A scale to measure the self-efficacy of the adolescent mother during the childbearing year was developed and evaluated. Questionnaires were administered during intake for prenatal care and in the postpartum period. In the larger study, the intervention was a peer-centered, mastery modeling intervention designed to increase self-efficacy, improve self-concept, and improve long- and short-term perinatal outcomes. The results in this portion of the data showed that self-concept increased significantly for young women in the experimental group but did not change significantly for young women in the control group. Changes were noted in the TSCS for overall self-concept as well as for several subscores, including identity, self-satisfaction, behavior, the personal self, the family self, and the social self. However, differences between groups did not reach significance once age, parity, site, and time were accounted for, except on TSCS subscales of identity and personal self. Between intake for prenatal care and postpartum, self-efficacy changed significantly for both the experimental and the control groups. Both groups increased in self-efficacy for labor and delivery and decreased in self-efficacy for infant care. In this group of mostly African American teens, peer support and small group care demonstrated positive effects on self-concept. Professional and peer interactions were equally associated in intervention and nonintervention groups with regard to self-efficacy. 相似文献