全文获取类型
| 收费全文 | 127篇 |
| 免费 | 4篇 |
专业分类
| 教育 | 99篇 |
| 科学研究 | 4篇 |
| 各国文化 | 4篇 |
| 体育 | 8篇 |
| 文化理论 | 5篇 |
| 信息传播 | 11篇 |
出版年
| 2022年 | 2篇 |
| 2020年 | 2篇 |
| 2019年 | 5篇 |
| 2018年 | 7篇 |
| 2017年 | 11篇 |
| 2016年 | 5篇 |
| 2015年 | 7篇 |
| 2014年 | 4篇 |
| 2013年 | 34篇 |
| 2012年 | 5篇 |
| 2011年 | 2篇 |
| 2010年 | 1篇 |
| 2009年 | 2篇 |
| 2008年 | 1篇 |
| 2007年 | 2篇 |
| 2006年 | 3篇 |
| 2004年 | 3篇 |
| 2002年 | 3篇 |
| 2001年 | 2篇 |
| 2000年 | 2篇 |
| 1999年 | 3篇 |
| 1997年 | 1篇 |
| 1993年 | 2篇 |
| 1989年 | 1篇 |
| 1987年 | 1篇 |
| 1985年 | 1篇 |
| 1983年 | 1篇 |
| 1982年 | 1篇 |
| 1981年 | 1篇 |
| 1980年 | 1篇 |
| 1979年 | 3篇 |
| 1975年 | 1篇 |
| 1974年 | 2篇 |
| 1973年 | 3篇 |
| 1972年 | 2篇 |
| 1971年 | 1篇 |
| 1969年 | 2篇 |
| 1967年 | 1篇 |
排序方式： 共有131条查询结果，搜索用时 15 毫秒
11.
12.
Due to its unique, flexible structure and low cost, virtually any student can participate in the Applied Tailored Leadership Adventure for Success (ATLAS) Leadership Certificate Program at the University of Arizona. 相似文献
13.
14.
In this article, I present narratives told to me by female students of color who attended high school in an urban setting. Collected as part of an interpretive study in which I interviewed students during their senior year of high school and the first two years after graduation, these narratives focus on two themes: identity as oppositional and as contingent or shifting. I use these narratives to describe how youth simultaneously participated in and resisted school. I show that youth's shifting sets of identities shaped their participation in school, their definitions of success and the visions they held for the future. This article suggests that schools provide safe spaces for adults and young women to form mentoring relationships, that we reorganize schools so that school personnel have contact with fewer students, and finally, that we be careful not to write off students once they have children or because of poor academic records. The narratives belie simple explanations of success or failure for females of color living in poverty. Rather, they suggest the importance of listening to youth as we reformulate education policy and practice. 相似文献
15.
Educating the special needs student in the regular classroom 总被引：1，自引：0，他引：1
L R Schultz 《Exceptional children》1982,48(4):366-368
16.
17.
18.
19.
A view of science as a culturally‐mediated way of thinking and knowing suggests that learning can be defined as engagement with scientific practices. How students engage in school science is influenced by whether and how students view themselves and whether or not they are the kind of person who engages in science. It is therefore crucial to understand students' identities and how they do or do not overlap with school science identities. In this paper, we describe four middle school African American girls' engagement with science. They were selected in the 7th grade because they expressed a fondness for science in school or because they had science‐related hobbies outside of school. The data were collected from the following sources: interviews of students, their parents and their teachers; observations in science classes; journal writing; and focus groups. These girls' stories provide us with a better understanding of the variety of ways girls choose to engage in science and how this engagement is shaped by their views of what kind of girl they are. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 441–458, 2000. 相似文献
20.
Dana Schultz Shannah Tharp-Taylor Amelia Haviland Lisa Jaycox 《Child abuse & neglect》2009,33(10):684-698
ObjectivesThis research explores the relationship between hypothesized protective factors and outcomes for children investigated for maltreatment.MethodsUsing data from the National Survey on Child and Adolescent Well-Being (NSCAW), we ran logistic regression models to examine the relationship between hypothesized protective factors (social competence, adaptive functioning skills, and peer relationships) and outcomes (externalizing behavior, internalizing behavior, reading competence).ResultsFor each hypothesized protective factor, we found variation in individual scores and sample mean scores at the lower end of the scales, indicating that these children fare worse than most children. However, many children experienced large changes in their individual scores over time suggesting that children can and do improve on these hypothesized protective factors. In examining the relationship between hypothesized protective factors and outcomes, children with higher levels of social competence were significantly more likely to be in the normal range for both externalizing and internalizing behaviors. Children with higher mean adaptive functioning skills were more likely to be in the normal range for both externalizing behavior and reading competence. The positive nature of the child's peer relationships was also related to externalizing behavior and reading competence.ConclusionsOverall, our analyses support the idea that social competence, adaptive functioning skills, and peer relationships are related to outcomes for children investigated for maltreatment. While further research is needed to establish a causal link, this work identifies three individual-level hypothesized protective factors as potential sources of variation in outcomes.Practice implicationsTo prevent or alleviate the harmful consequences maltreatment, it is necessary to understand factors that help children move beyond poor outcomes. Our analyses suggest that a strong relationship exists between a child's social competence, adaptive functioning skills and positive peer relationships and select outcomes three years after being investigated for maltreatment. With these individual-level protective factors related to more positive outcomes, it suggests that intervening to increase protective factors could improve outcomes for maltreated and at-risk children. 相似文献