全文获取类型
| 收费全文 | 1023篇 |
| 免费 | 24篇 |
| 国内免费 | 16篇 |
专业分类
| 教育 | 854篇 |
| 科学研究 | 35篇 |
| 各国文化 | 17篇 |
| 体育 | 45篇 |
| 综合类 | 1篇 |
| 文化理论 | 7篇 |
| 信息传播 | 104篇 |
出版年
| 2023年 | 8篇 |
| 2022年 | 10篇 |
| 2021年 | 12篇 |
| 2020年 | 21篇 |
| 2019年 | 28篇 |
| 2018年 | 43篇 |
| 2017年 | 51篇 |
| 2016年 | 47篇 |
| 2015年 | 39篇 |
| 2014年 | 30篇 |
| 2013年 | 230篇 |
| 2012年 | 34篇 |
| 2011年 | 34篇 |
| 2010年 | 26篇 |
| 2009年 | 24篇 |
| 2008年 | 20篇 |
| 2007年 | 25篇 |
| 2006年 | 19篇 |
| 2005年 | 20篇 |
| 2004年 | 17篇 |
| 2003年 | 15篇 |
| 2002年 | 20篇 |
| 2001年 | 26篇 |
| 2000年 | 13篇 |
| 1999年 | 18篇 |
| 1998年 | 17篇 |
| 1997年 | 14篇 |
| 1996年 | 14篇 |
| 1995年 | 11篇 |
| 1994年 | 14篇 |
| 1993年 | 15篇 |
| 1992年 | 9篇 |
| 1991年 | 11篇 |
| 1990年 | 7篇 |
| 1989年 | 7篇 |
| 1988年 | 7篇 |
| 1987年 | 4篇 |
| 1986年 | 9篇 |
| 1985年 | 8篇 |
| 1984年 | 9篇 |
| 1983年 | 7篇 |
| 1982年 | 5篇 |
| 1981年 | 4篇 |
| 1980年 | 7篇 |
| 1979年 | 9篇 |
| 1978年 | 5篇 |
| 1976年 | 6篇 |
| 1973年 | 5篇 |
| 1971年 | 4篇 |
| 1964年 | 5篇 |
排序方式： 共有1063条查询结果，搜索用时 15 毫秒
11.
12.
13.
Bullying is grounded in the interactions between an individual and complex social–ecological systems. Therefore, bullying involvement is not just confined to the classroom or school. Recent research suggests that sibling aggression may be a predictor for peer-level aggression. These findings may be more relevant for students with disabilities because studies suggest that students with disabilities are disproportionately involved in the bullying dynamic. Therefore, this study explored the intersection between sibling aggression and school belonging on bullying, victimisation and fighting for 14,508 students, including 1183 students with disabilities and 13,325 students without disabilities in grades 6 through 12. As hypothesised, students with disabilities reported higher levels of victimisation, bullying and fighting. Additionally, high levels of school belonging partially buffered fighting and bullying behaviours for students with and without disabilities. These findings demonstrate the importance of establishing an inclusive and safe environment for school-aged youth. 相似文献
14.
Cynthia J. Osborn Erin M. West William Z. Nance 《Counselor Education & Supervision》2017,56(2):112-129
Eight professional counselors who routinely role‐play as clients in 1 counselor education program participated in a focus group investigating their portrayal experiences. Data were analyzed using interpretative phenomenological analysis, which resulted in 3 superordinate themes: missions, influential factors, and repercussions. Findings reinforce instruction of idiographic and person‐centered care in counselor education. 相似文献
15.
This study investigated the characteristics of adult-child disputes in 10 Mandarinspeaking families in Mainland China. Naturalistic interactions between caregivers and their 2-year-old toddlers were analyzed by coding the occurrence of disputes and the disagreement strategies used by caregivers and toddlers in times of dispute. Results showed that children's most frequent disagreement strategies included direct refusals, protests, and silence. In contrast, adults seldom used silence or refusals but instead used direct positive requests, expressions of dissatisfaction, and prohibitions when disagreeing with their toddlers. Overall, the results from the present study support the notion that disputes are ways to reflect existing social structures and ways by which adults in a culture can socialize children into disagreement strategies appropriate to their roles. 相似文献
16.
Susan R. Goldman M. Anne Britt Willard Brown Gayle Cribb MariAnne George Cynthia Greenleaf 《教育心理学家》2016,51(2):219-246
This article presents a framework and methodology for designing learning goals targeted at what students need to know and be able to do in order to attain high levels of literacy and achievement in three disciplinary areas—literature, science, and history. For each discipline, a team of researchers, teachers, and specialists in that discipline engaged in conceptual meta-analysis of theory and research on the reading, reasoning, and inquiry practices exhibited by disciplinary experts as contrasted with novices. Each team identified discipline-specific clusters of types of knowledge. Across teams, the clusters for each discipline were grouped into 5 higher order categories of core constructs: (a) epistemology; (b) inquiry practices/strategies of reasoning; (c) overarching concepts, themes, and frameworks; (d) forms of information representation/types of texts; and (e) discourse and language structures. The substance of the clusters gave rise to discipline-specific goals and tasks involved in reading across multiple texts, as well as reading, reasoning, and argumentation practices tailored to discipline-specific criteria for evidence-based knowledge claims. The framework of constructs and processes provides a valuable tool for researchers and classroom teachers' (re)conceptualizations of literacy and argumentation learning goals in their specific disciplines. 相似文献
17.
18.
19.
The purpose of this national study was to establish an initial database of the essential competencies needed for working with students who are deaf or hard of hearing with additional disabilities. Surveys were sent to program supervisors across the United States; each supervisor was asked to give the survey to a professional on his or her staff who worked with students who were deaf or hard of hearing with additional disabilities. Respondents indicated that there were 67 specific competencies needed for working with this diverse population of students. A list of the specific competencies and a rationale for providing more in-depth training for teachers is provided. 相似文献
20.