全文获取类型
收费全文 | 87篇 |
免费 | 0篇 |
专业分类
教育 | 78篇 |
科学研究 | 2篇 |
体育 | 2篇 |
文化理论 | 3篇 |
信息传播 | 2篇 |
出版年
2022年 | 1篇 |
2019年 | 1篇 |
2018年 | 1篇 |
2017年 | 1篇 |
2016年 | 3篇 |
2015年 | 1篇 |
2014年 | 1篇 |
2013年 | 15篇 |
2012年 | 1篇 |
2011年 | 1篇 |
2009年 | 6篇 |
2008年 | 1篇 |
2007年 | 1篇 |
2006年 | 2篇 |
2005年 | 4篇 |
2003年 | 1篇 |
2001年 | 1篇 |
1999年 | 1篇 |
1997年 | 2篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1991年 | 1篇 |
1990年 | 3篇 |
1989年 | 2篇 |
1988年 | 3篇 |
1987年 | 4篇 |
1985年 | 2篇 |
1983年 | 4篇 |
1982年 | 3篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1979年 | 1篇 |
1976年 | 1篇 |
1973年 | 1篇 |
1972年 | 2篇 |
1971年 | 1篇 |
1970年 | 2篇 |
1969年 | 1篇 |
1967年 | 1篇 |
1962年 | 1篇 |
1919年 | 1篇 |
排序方式: 共有87条查询结果,搜索用时 15 毫秒
1.
2.
While conducting a prospective study of 100 sexually abused children, we found a much higher rate of out-of-home placement than has been previously described for child maltreatment. This study was designed to determine which factors were most influential in predicting the placement experiences of this cohort. The children, ages 6-17 years, were recently substantiated victims of intrafamilial sexual abuse whose parents or guardians permitted study involvement. We examined child and family demographics, abuse characteristics, and family response as possible determinants of immediate and later placement. At the initial assessment, within a few weeks of the disclosure, 50% of the children had already been removed. A follow-up assessment of 83 children two years later revealed that 73% had been removed from the abusing home. In a multivariate regression model, only maternal support of the child emerged as a significant predictor of immediate placement and placement over time. The offender's status as a resident in the child's home was an important predictor of immediate placement but was not significant as a predictor of all placements at any time. As maternal support is an important predictor of the need for placement, workers are encouraged to seek ways of enhancing maternal support as a means of reducing placement. 相似文献
3.
4.
Professor Desmond Swan 《Irish Educational Studies》2013,32(1):143-155
5.
A Review of Research on School Bullying Among African American Youth: An Ecological Systems Analysis
Desmond Upton Patton Jun Sung Hong Abigail B. Williams Paula Allen-Meares 《Educational Psychology Review》2013,25(2):245-260
School bullying and peer victimization are social problems that affect African American youth across various environmental contexts. Regrettably, many of the empirical research on bullying and peer victimization among African American youth has examined individual and direct level influences in silos rather than a constellation of factors occurring in multiple settings, such as home, school, and neighborhood. As a holistic model, the social–ecological framework provides a context with which to situate and interpret findings and draw implications from a broader psychosocial framework, which can be applicable across various systems. We utilize Bronfenbrenner’s (American Psychologist 32:513–531, 1977) social–ecological framework as a springboard for investigating the accumulation of risk contributors and the presences of protective factors in relation to school bullying and peer victimization of African American youth. More specifically, we examine the risk and protective factors occurring in the micro- (i.e., parents, peers, school, and community), exo- (i.e., parental stress), and macrosystem levels (i.e., hypermasculinity, and gender role beliefs and stereotypes). We then discuss implications for research and school-based practice. 相似文献
6.
Geraldine Scanlon Yvonne Barnes-Holmes Ciara McEnteggart Deirdre Desmond Nigel Vahey 《欧洲特需教育杂志》2016,31(1):44-58
The experiences of pupils with Special Educational Needs (SEN) and their parents at pre-transition from primary to post-primary school have received little attention in the literature. The current study investigated these experiences using a mixed methods approach within the Irish educational system. Thirty-two pupils with SEN and 42 parents of pupils with SEN participated in focus groups, and also completed a questionnaire which qualitatively complemented the parental focus groups. Emergent themes for pupils included: things I will miss; fitting in and performing as well as others; laying the groundwork: getting to know new people; and experiencing and talking about ‘going to the new school’. Emergent themes for parents included: losing ground?; information is critical: ‘I’m not asking for the moon, but a bit more information’; I’d like help but I don’t want to make trouble for my child; and challenge and support. Critical issues emerging from the data concerning pre-transition experiences for both pupils and parents are discussed. 相似文献
7.
Desmond L. Nuttall 《教育心理学》1988,8(4):229-236
8.
Renate Nestvogel Harold J. Noah Sixten Marklund Richard Noonan John Nisbet Desmond J. Keegan Jeremy Greenland Robert G. Thomas Douglas Thom Mina J. Moore-Rinvolucri Wolfgang Tietze A. Harry Passow Michael A. White D. S. Anderson Philip G. Altbach R. Gardner Bogdan Suchodolski Malcolm Rosier Ronald H. Wilson David H. Partington 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(4):493-521
9.
The validity of assessments 总被引:1,自引:0,他引:1
Desmond L. Nuttall 《European Journal of Psychology of Education - EJPE》1987,2(2):109-118
The paper reviews the concept of validity, and adopts the formulation that validity is the extent to which the results of an assessment can be generalized. The evidence about the validity of paper-and-pencil tests is then examined, leading to the conclusion that the relationship between performance on such tests and criteria of occupational performance is generally very modest. Research about the factors influencing performance on assessment tests is reviewed, and the three main categories of factor found to be motivation, the conditions of assessment and the way in which the task is presented. In conclusion, the responsibility of the assessor to elicit the condidate’s best performance is contrasted with the responsibility to ensure the validity of the results of the assessment, and hence to ensure that the sample of behaviour assessed is representative of the universe of interest. 相似文献
10.
Hugh Clapin Katherine Neal John Wennerbom Barbara Nunn Deborah Dysart Andy Pickering Lisa Featherstone Hiram Caton Dale Jacquette Laura Ruetsche William A. Turner Cornelia Lüdecke Birgit Lohmann James Ladyman Jonathan Coopersmith David Oldroyd Dennis Dean Michael Ruse Nicolas Rasmussen William N. Kaghan Martin Bridgstock Geoffrey Cocks Stephanie H. Kenen Ivan Crozier Sokhieng Au Desmond Barrett Mark Cortiula Ian D. Lawrie 《Metascience》2001,10(1):50-149