全文获取类型
收费全文 | 1084篇 |
免费 | 35篇 |
专业分类
教育 | 895篇 |
科学研究 | 52篇 |
各国文化 | 4篇 |
体育 | 43篇 |
文化理论 | 5篇 |
信息传播 | 120篇 |
出版年
2022年 | 6篇 |
2021年 | 20篇 |
2020年 | 16篇 |
2019年 | 21篇 |
2018年 | 41篇 |
2017年 | 46篇 |
2016年 | 34篇 |
2015年 | 25篇 |
2014年 | 41篇 |
2013年 | 243篇 |
2012年 | 32篇 |
2011年 | 35篇 |
2010年 | 23篇 |
2009年 | 30篇 |
2008年 | 33篇 |
2007年 | 22篇 |
2006年 | 19篇 |
2005年 | 22篇 |
2004年 | 27篇 |
2003年 | 35篇 |
2002年 | 27篇 |
2001年 | 18篇 |
2000年 | 27篇 |
1999年 | 13篇 |
1998年 | 12篇 |
1997年 | 13篇 |
1996年 | 16篇 |
1995年 | 19篇 |
1994年 | 16篇 |
1993年 | 17篇 |
1992年 | 17篇 |
1991年 | 10篇 |
1990年 | 10篇 |
1989年 | 7篇 |
1988年 | 7篇 |
1987年 | 5篇 |
1986年 | 5篇 |
1985年 | 9篇 |
1984年 | 13篇 |
1983年 | 8篇 |
1982年 | 7篇 |
1981年 | 10篇 |
1980年 | 9篇 |
1979年 | 4篇 |
1978年 | 8篇 |
1977年 | 5篇 |
1975年 | 5篇 |
1971年 | 3篇 |
1940年 | 9篇 |
1938年 | 2篇 |
排序方式: 共有1119条查询结果,搜索用时 15 毫秒
21.
A consumer advocate, two childbirth educators, and a certified nurse-midwife each provide commentary on the effectiveness of and potential uses for the Evidence Basis for the Ten Steps of Mother-Friendly Care. 相似文献
22.
Many short-duration science outreach interventions have important societal goals of raising science literacy and increasing the size and diversity of the science workforce. Yet, these long-term outcomes are inherently challenging to evaluate. We present findings from a qualitative research study of an inquiry-based, life science outreach program to K-12 classrooms that is typical in design and excellent in execution. By considering this program as a best case of a common outreach model, the "scientist in the classroom," the study examines what benefits may be realized for each participant group and how they are achieved. We find that K-12 students are engaged in authentic, hands-on activities that generate interest in science and new views of science and scientists. Teachers learn new science content and new ways to teach it, and value collegial support of their professional work. Graduate student scientists, who are the program presenters, gain teaching and other skills, greater understanding of education and diversity issues, confidence and intrinsic satisfaction, and career benefits. A few negative outcomes also are described. Program elements that lead to these benefits are identified both from the research findings and from insights of the program developer on program design and implementation choices. 相似文献
23.
Krilowicz B Johnston W Sharp SB Warter-Perez N Momand J 《CBE life sciences education》2007,6(1):74-83
A summer program was created for undergraduates and graduate students that teaches bioinformatics concepts, offers skills in professional development, and provides research opportunities in academic and industrial institutions. We estimate that 34 of 38 graduates (89%) are in a career trajectory that will use bioinformatics. Evidence from open-ended research mentor and student survey responses, student exit interview responses, and research mentor exit interview/survey responses identified skills and knowledge from the fields of computer science, biology, and mathematics that are critical for students considering bioinformatics research. Programming knowledge and general computer skills were essential to success on bioinformatics research projects. General mathematics skills obtained through current undergraduate natural sciences programs were adequate for the research projects, although knowledge of probability and statistics should be strengthened. Biology knowledge obtained through the didactic phase of the program and prior undergraduate education was adequate, but advanced or specific knowledge could help students progress on research projects. The curriculum and assessment instruments developed for this program are available for adoption by other bioinformatics programs at http://www.calstatela.edu/SoCalBSI. 相似文献
24.
Subtypes, severity, and structural stability of peer victimization: what does latent class analysis say? 总被引:2,自引:1,他引:1
This study uses latent class analysis (LCA) to empirically identify victimization groups during middle school. Approximately 2,000 urban, public middle school students (mean age in sixth grade = 11.57) reported on their peer victimization during the Fall and Spring semesters of their sixth, seventh, and eighth grades. Independent LCA analyses at each semester yielded 3 victim classes based on victimization degree rather than type (e.g., physical vs. relational). The most victimized class always represented the smallest proportion of the sample, decreasing from 20% in sixth grade to 6% by the end of eighth grade. This victimized class also always reported feeling less safe at school concurrently and more depressed than others 1 semester later, illustrating the validity of the LCA approach. 相似文献
25.
A meta-analytic investigation of therapy modality outcomes for sexually abused children and adolescents: an exploratory study 总被引:1,自引:0,他引:1
OBJECTIVE: The purpose of the current study was to investigate the independent effects of different treatment elements on a number of secondary problems related to childhood and adolescent sexual abuse, as well as investigate a number of different moderators of treatment effectiveness. METHOD: Twenty-eight studies that provided treatment outcome results for children and adolescents who had been sexually abused were included in the meta-analysis. Different aspects of psychological treatment, such as specific treatment modalities (individual, cognitive-behavioral, etc.) or secondary problems (behavior problems, psychological distress, etc.) were investigated. RESULTS: The overall mean weighted effect size for the meta-analysis was d=.72 (SE=.02). The results indicate that psychological treatment after childhood or adolescent sexual abuse tended to result in better outcomes than no treatment. There was significant heterogeneity in the effectiveness of the various psychological treatment elements. Play therapy seemed to be the most effective treatment for social functioning, whereas cognitive-behavioral, abuse-specific, and supportive therapy in either group or individual formats was most effective for behavior problems. Cognitive-behavioral, family, and individual therapy seemed to be the most effective for psychological distress, and abuse-specific, cognitive-behavioral, and group therapy appeared to be the most effective for low self-concept. CONCLUSIONS: The choice of therapy modality should depend on the child's main presenting secondary problem. Further research should be conducted investigating other possible moderators and secondary problem outcomes. 相似文献
26.
Predictors of psychological distress and positive resources among Palestinian adolescents: trauma, child, and mothering characteristics 总被引:1,自引:0,他引:1
OBJECTIVE: The aim was to examine how traumatic and stressful events, responses to violence, child characteristics, and mothering quality, as measured in middle childhood predict psychological distress and positive resources in adolescence. METHOD: The participants were 65 Palestinian adolescents (17+/-.85 years; 52% girls), who had been studied during the First Intifada (T1), during the Palestinian Authority rule (T2) and before the Second Al Aqsa Intifada (T3) in Gaza. Psychological distress was indicated by PTSD, and depressive symptoms and positive resources by resilient attitudes and satisfaction with quality of life, all measured at T3. The predictors that were measured at T1 were exposure to military violence, active coping with violence and children's intelligence, cognitive capacity, and neuroticism. Mothering quality and stressful life-events were measured at T2, the former reported by both the mother and the child, and the latter by the mother. RESULTS: Adolescents' PTSD symptoms were most likely if they had been exposed to high levels of traumatic and stressful experiences and had poor cognitive capacity and high neuroticism in middle childhood. Only high levels of childhood military violence and stressful life-events predicted high depressive symptoms and low satisfaction with quality of life in adolescence. CONCLUSIONS: Military violence in childhood forms risks for both increased psychological distress and decreased positive resources. However, child characteristics such as cognitive capacity and personality are important determinants of psychological vulnerability in military trauma. 相似文献
27.
28.
Shelley A. Riggs Kellye S. Carver Daniel Romero Sandra B. Morissette Jamie Wilson Robyn Campbell James McGuffin 《Journal of College Counseling》2019,22(2):110-124
This study examined attachment processes of college student veterans and nonveterans and further examined how veteran status and attachment style directly and indirectly predict relationship functioning. Results indicated that student veterans were more often dismissing in their attachment style but less often preoccupied than nonveteran students. Veteran status moderated the association between attachment style and dyadic consensus. The contributions of attachment and communication processes to overall relationship adjustment differed for student veterans and nonveterans. 相似文献
29.
Sandra J. Johnson 《Performance Improvement Quarterly》1994,7(1):31-39
As more attention is given to managing and valuing diversity in the United States workforce, the linking of diversity issues and practices to organizational performance needs must be addressed. In addressing the performance question, this article investigates both the difference between a quick fix and systematic action, and the distinction between a program and a process. A systematic and comprehensive process linked to organizational goals and performance is recommended. Gaps in typical programs and responses are pointed out, and some possible areas for measuring results attributable to valuing and managing diversity are suggested. 相似文献
30.
A set of behavioral procedures focusing on the academic and social behavior problems of a group of adolescent students was incorporated within the context of a regular school program. The procedures, which involved manipulating type and delay of reinforcement, teaching desirable behaviors that were self-reinforcing or that others would readily reinforce, and training in several skills that are prerequisite to selfcontrol, were implemented in several classrooms through an independent grouporiented contingency system. These students performed significantly better than a matched control group with respect to grade-point average, class grades, school attendance, and length of time absent due to suspension. Changes in the contingency system throughout the year yielded differential effects on three behavioral measures: class attendance, assignments completed, and classroom behavior. The significance of these findings is discussed, and suggestions are made for future research efforts. 相似文献