全文获取类型
| 收费全文 | 70篇 |
| 免费 | 0篇 |
专业分类
| 教育 | 51篇 |
| 科学研究 | 6篇 |
| 体育 | 3篇 |
| 文化理论 | 7篇 |
| 信息传播 | 3篇 |
出版年
| 2016年 | 2篇 |
| 2015年 | 1篇 |
| 2013年 | 14篇 |
| 2011年 | 1篇 |
| 2007年 | 1篇 |
| 2006年 | 1篇 |
| 2003年 | 2篇 |
| 2001年 | 2篇 |
| 2000年 | 2篇 |
| 1999年 | 1篇 |
| 1996年 | 1篇 |
| 1995年 | 1篇 |
| 1994年 | 1篇 |
| 1993年 | 2篇 |
| 1990年 | 1篇 |
| 1987年 | 1篇 |
| 1986年 | 1篇 |
| 1985年 | 1篇 |
| 1983年 | 1篇 |
| 1979年 | 1篇 |
| 1978年 | 2篇 |
| 1976年 | 1篇 |
| 1975年 | 1篇 |
| 1974年 | 1篇 |
| 1973年 | 2篇 |
| 1972年 | 1篇 |
| 1971年 | 1篇 |
| 1970年 | 1篇 |
| 1969年 | 2篇 |
| 1968年 | 3篇 |
| 1967年 | 3篇 |
| 1965年 | 3篇 |
| 1964年 | 1篇 |
| 1963年 | 2篇 |
| 1962年 | 1篇 |
| 1959年 | 2篇 |
| 1952年 | 3篇 |
| 1943年 | 1篇 |
| 1942年 | 1篇 |
排序方式： 共有70条查询结果，搜索用时 31 毫秒
1.
The purpose of this study was to investigate what factors influenced students to enter the field of school psychology. Although numerous studies have documented the thoughts and perspectives of practitioners regarding why they have chosen to become school psychologists, attempts to recruit and retain an adequate number of school psychology practitioners and researchers have shown limited success. A national sample of 307 school psychology graduate students responded to a survey designed to measure issues related to the current state of professional practice, the influence of parental education, and professional organization recruitment. Results indicated that working with children and personal experiences within the school system were highly related to participant's decisions to become school psychologists. In addition, doctoral level and nondoctoral level students present similar reasons for entering the field. This research is discussed in terms of its implications for future research and the current shortage of school psychology practitioners and faculty. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 865–872, 2007. 相似文献
2.
Robert V. Bullough JR J. Gary Knowles 《International journal of qualitative studies in education》2013,26(2):121-140
Interest is growing in better understanding how teachers think and how they come to think like teachers. From a theoretical orientation informed by insights gained from symbolic inter‐actionism, recent research in the role metaphors play in self‐understanding, and schema theory, the authors present a case study of the first year of teaching of a divorced mother of five young children. Over the course of the year this teacher's understanding of herself as teacher changes, as indicated by changes in her personal teaching metaphor, teacher is nurturer. The reasons for these changes are explored. Of particular note is the struggle this teacher has balancing the demands of home and work. Finally, some implications for teacher education are discussed. 相似文献
3.
This investigation involved the surveying of school psychology practitioners (N = 291) to determine the possible existence of a relationship between administrative pressure to practice unethically and impaired occupational health, as manifested in elevated levels of burnout, job dissatisfaction, and intent to exit the workforce. Almost one‐third of participants claimed to have been pressured to behave unethically, with directives most commonly consisting of instructions to withhold recommendations for support services and to agree with inappropriate special education placement decisions. Practitioners who experienced administrative pressure reported higher levels of burnout, less satisfaction with their current position and the profession, and a greater desire to leave their job and the field of school psychology. The findings are presented within the context of current and projected shortages of practicing school psychologists. Implications for preventing burnout and promoting school psychologists’ occupational well‐being are discussed. 相似文献
4.
The study was designed to determine whether outer-directedness, measured by glances at E during object assembly tasks administered according to the Turnure and Zigler (1964) procedure, predicts changes in preschoolers' Binet IQs over 6 months. With MA as a covariate to control for the small but significant relationship betweeen glances and developmental level, an ANOCOVA showed a significant interaction resulting from increases in the IQs of non-outer-directed Ss and declines in the IQs of outer-directed Ss. Glances at E's puzzle while S assembled his own were unrelated to glances at E or to IQ changes, but, unlike glances at E, were significantly related to improvements in performance from puzzle 1 to puzzle 2. 相似文献
5.
6.
7.
8.
The commentators are unanimous in their support for our general orientation to culture and development, and for the pathways we have identified, and they suggest ways to enrich our approach to theory, methods, and values. We view their main suggestions as relating to trade-offs: between theories that highlight generalizations or exceptions; between methods that rely on one-, two-, or multiculture studies; and between values involving individuation or accommodation. Here, we describe ways to find an optimal balance in each instance. 相似文献
9.
10.