全文获取类型
| 收费全文 | 122011篇 |
| 免费 | 1876篇 |
| 国内免费 | 237篇 |
专业分类
| 教育 | 85120篇 |
| 科学研究 | 13414篇 |
| 各国文化 | 1992篇 |
| 体育 | 9193篇 |
| 综合类 | 171篇 |
| 文化理论 | 1059篇 |
| 信息传播 | 13175篇 |
出版年
| 2021年 | 943篇 |
| 2020年 | 1655篇 |
| 2019年 | 2574篇 |
| 2018年 | 3068篇 |
| 2017年 | 3339篇 |
| 2016年 | 3392篇 |
| 2015年 | 2324篇 |
| 2014年 | 3191篇 |
| 2013年 | 27534篇 |
| 2012年 | 2338篇 |
| 2011年 | 2704篇 |
| 2010年 | 2340篇 |
| 2009年 | 2632篇 |
| 2008年 | 2393篇 |
| 2007年 | 2116篇 |
| 2006年 | 2352篇 |
| 2005年 | 2334篇 |
| 2004年 | 3028篇 |
| 2003年 | 2333篇 |
| 2002年 | 2150篇 |
| 2001年 | 2026篇 |
| 2000年 | 1688篇 |
| 1999年 | 1558篇 |
| 1998年 | 1460篇 |
| 1997年 | 1548篇 |
| 1996年 | 1700篇 |
| 1995年 | 1472篇 |
| 1994年 | 1472篇 |
| 1993年 | 1480篇 |
| 1992年 | 1490篇 |
| 1991年 | 1395篇 |
| 1990年 | 1393篇 |
| 1989年 | 1311篇 |
| 1988年 | 1192篇 |
| 1987年 | 1091篇 |
| 1986年 | 1138篇 |
| 1985年 | 1402篇 |
| 1984年 | 1270篇 |
| 1983年 | 1263篇 |
| 1982年 | 1256篇 |
| 1981年 | 1170篇 |
| 1980年 | 1161篇 |
| 1979年 | 1222篇 |
| 1978年 | 1199篇 |
| 1977年 | 1120篇 |
| 1976年 | 994篇 |
| 1975年 | 794篇 |
| 1974年 | 800篇 |
| 1973年 | 767篇 |
| 1971年 | 609篇 |
排序方式： 共有10000条查询结果，搜索用时 15 毫秒
951.
Self‐efficacy pertains to individuals’ belief about their capability to accomplish a task; consequently, school counselors’ positive self‐efficacy is a theoretically based prerequisite for their facilitation of school‐based interventions. In addition, school counselor‐led interventions and comprehensive, developmenta l guidance programs benefit students’ personal social, academic, and career development. Therefore, this investigation examined the contribution of practicing school counselors’ (N = 693) self‐efficacy in relation to the frequency of their programmatic service delivery. The findings indicate that participants’ self‐efficacy scores contributed to the frequency of their programmatic service delivery (48% of the variance explained). Implications for school counselors, supervisors, and educational researchers are discussed. 相似文献
952.
This paper describes daily report cards and the evidence relating to their use in schools for children with attention‐deficit/hyperactivity disorder (ADHD). This intervention typically involves teachers evaluating a student's behaviour at school against pre‐determined targets and parents subsequently providing reinforcement at home for positive reports. Research suggests that the daily report card has been effective in treating a range of ADHD symptoms and improving school outcomes, including academic achievement in some cases. The daily report card also encourages collaboration between teachers and parents, and evidence suggests that the intervention benefits from the inclusion of reinforcement at home. Daily report cards are easy to implement and research finds that teachers consider them an acceptable intervention for ADHD. This paper also considers challenges in using daily report cards, including barriers to their use over the long‐term and the risk of stigma for children with a report card. Ideas to address these issues are suggested. 相似文献
953.
Adam E. Wyse 《Educational Measurement》2015,34(2):47-54
This article uses data from a large‐scale assessment program to illustrate the potential issue of range restriction with the Bookmark method in the context of trying to set cut scores to closely align with a set of college and career readiness benchmarks. Analyses indicated that range restriction issues existed across different response probability (RP) values and item response theory (IRT) models if one were to apply the Bookmark procedure using intact test forms. Results also suggested that range restriction may still be present if one had access to additional data from an item bank. This demonstration critically highlights challenges that may exist in some practical applications of the Bookmark method due items not being designed to cover the full range of examinee abilities. 相似文献
954.
Danica G. Hays Rebecca E. Michel Hannah B. Bayne Anita A. Neuer Colburn Jayne Smith Myers 《Journal of College Counseling》2015,18(1):49-65
Relationship violence is a salient concern on college campuses today, and psychoeducational groups may be an appropriate prevention format. This article describes a study measuring the impact of college student participation in the HEART (Help End Abusive Relationships Today) program, a series of group sessions designed to increase knowledge and awareness of relationship violence. Findings indicated significant changes for group participants postintervention. Implications and recommendations for college counselors are discussed. 相似文献
955.
956.
This study explored master's‐level counseling students' (N = 804) perceptions of training in the Council for Accreditation of Counseling and Related Educational Programs ( 2009 ) Research and Program Evaluation standard, and their attitudes toward quantitative research. Training perceptions and quantitative research attitudes were low to moderate, with no statistical differences across program accreditation or specialty area. Implications and possibilities for future research are discussed. 相似文献
957.
958.
959.
School psychologists are tasked with ensuring treatment integrity because the level of intervention implementation affects decisions about student progress. Treatment integrity includes multiple dimensions that may impact the effectiveness of an intervention including adherence, dosage, quality, and engagement. Unfortunately, treatment integrity is not routinely monitored in consultation. A systematic framework is needed to better prepare practitioners to assess, analyze, and intervene when there are treatment integrity failures. A framework for monitoring and improving multiple dimensions of treatment integrity in natural settings is proposed to provide guidance to practitioners through two phases. The first phase focuses on improving initial treatment integrity and the second phase outlines a problem‐solving process for improving treatment integrity. 相似文献
960.