全文获取类型
| 收费全文 | 1971篇 |
| 免费 | 38篇 |
| 国内免费 | 3篇 |
专业分类
| 教育 | 1396篇 |
| 科学研究 | 122篇 |
| 各国文化 | 37篇 |
| 体育 | 205篇 |
| 综合类 | 2篇 |
| 文化理论 | 29篇 |
| 信息传播 | 221篇 |
出版年
| 2023年 | 9篇 |
| 2022年 | 21篇 |
| 2021年 | 24篇 |
| 2020年 | 53篇 |
| 2019年 | 82篇 |
| 2018年 | 95篇 |
| 2017年 | 95篇 |
| 2016年 | 80篇 |
| 2015年 | 59篇 |
| 2014年 | 70篇 |
| 2013年 | 465篇 |
| 2012年 | 58篇 |
| 2011年 | 57篇 |
| 2010年 | 61篇 |
| 2009年 | 47篇 |
| 2008年 | 47篇 |
| 2007年 | 64篇 |
| 2006年 | 48篇 |
| 2005年 | 37篇 |
| 2004年 | 39篇 |
| 2003年 | 32篇 |
| 2002年 | 36篇 |
| 2001年 | 25篇 |
| 2000年 | 19篇 |
| 1999年 | 17篇 |
| 1998年 | 16篇 |
| 1997年 | 29篇 |
| 1996年 | 23篇 |
| 1995年 | 26篇 |
| 1994年 | 24篇 |
| 1993年 | 12篇 |
| 1992年 | 21篇 |
| 1991年 | 15篇 |
| 1990年 | 12篇 |
| 1989年 | 14篇 |
| 1988年 | 10篇 |
| 1987年 | 15篇 |
| 1986年 | 8篇 |
| 1985年 | 12篇 |
| 1984年 | 17篇 |
| 1983年 | 9篇 |
| 1982年 | 11篇 |
| 1980年 | 8篇 |
| 1979年 | 7篇 |
| 1978年 | 11篇 |
| 1977年 | 10篇 |
| 1975年 | 6篇 |
| 1968年 | 4篇 |
| 1967年 | 9篇 |
| 1966年 | 6篇 |
排序方式： 共有2012条查询结果，搜索用时 15 毫秒
21.
22.
23.
24.
Christopher A. Thurber 《Child development》1995,66(4):1162-1178
This study is the first prospective longitudinal and clinical investigation of homesickness in children. The moods of 329 boys ages 8–16 were assessed on a daily basis during either a 2- or 4-week period of separation from primary caregivers. Results supported 4 hypotheses: (1) homesickness was prevalent and varied in intensity. 83% of the boys reported some homesickness on at least 1 day during their stay, and 5.8% experienced severe depression and anxiety; (2) homesickness was experienced as a combination of depression and anxiety, particularly the former; (3) younger boys were at greater risk for homesickness than older boys; and (4) homesickness presented most often as internalizing behavior and was sometimes detectable to observers who knew the boys. 63% of the boys who self-reported moderate or high levels of homesickness were judged by observers to be homesick. Inconsistent with popular notions, the most homesick boys became progressively more homesick over the course of their separation, experiencing a significant drop in homesickness just before reuniting with parents. The phenomenology of homesickness is discussed, as are issues of simultaneous depression and anxiety in children. 相似文献
25.
Amicus Curiae
A brief for individual merit in Michigan Covington &; burling for the national association of scholars 相似文献26.
27.
28.
Silva KM Spinrad TL Eisenberg N Sulik MJ Valiente C Huerta S Edwards A Eggum ND Kupfer AS Lonigan CJ Phillips BM Wilson SB Clancy-Menchetti J Landry SH Swank PR Assel MA Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460
RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children. 相似文献
29.
30.
James Christopher Head 《Critical Studies in Education》2019,60(1):37-54
Following the trend of consequential accountability in US public education, New York City introduced a teacher evaluation program during the 2013–2014 school year that linked teachers’ individual performance ratings with their students’ exam scores. As this program systemically alters the nature of teacher–student relationships by transforming students into the means to an end (teachers’ professional viability), this study investigated the implementation of this accountability program from the point of view of the teachers – those who were the subject of this new policy. This study of 15 teachers’ narratives from 3 distinct schools illuminates a social-organizational process that I refer to as mediated institutional assault – a perceived attack on the teachers’ sense of personhood and moral agency perpetrated by mediating figures whose actions were facilitated by bureaucratic policies and institutionally coordinated tools of control. Thus, this study reveals that the consequence of this new mode of accountability is not merely the threat of losing one’s job, but also an insidious form of psychological assault, which in its masked delivery violates teachers’ sense of relational morality and challenges deeply engrained beliefs about their role as educators. 相似文献