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71.
Pam Sammons Iram Siraj‐Blatchford Kathy Sylva Edward Melhuish Brenda Taggart Karen Elliot 《International Journal of Social Research Methodology》2013,16(3):207-224
The Effective Provision of Pre‐school Education (EPPE) project is a longitudinal study of young children between the ages of 3 and 7 years. Research began in 1997 and both quantitative and qualitative methods were used to explore the effects of pre‐school education on children’s attainment and social/behavioural development at entry to school, and of any continuing effects on such outcomes at the end of Key Stage 1 (age 7). The sample included over 3,000 children and 141 pre‐school centres drawn from six different types of providers. In addition, a home sample of children who had not attended a pre‐school centre was included. In order to identify the processes that might influence centre effectiveness, observational data were collected and centre managers interviewed. In‐depth case studies of 12 more effective centres were used to explore and illuminate the processes, particularly in relation to pedagogy, associated with better child outcomes. A mixed method approach was adopted to simultaneously answer both confirmatory and exploratory questions, to support user engagement and provide triangulation. The paper argues that the mixed method approach supported the development of stronger research inferences. 相似文献
72.
In addition to direct practice skills, social work students need to become familiar and competent with macrolevel approaches to addressing youth and transgender youth homelessness. Service-learning courses provide an effective approach for students to learn the necessary knowledge and skills. In two sections of an upper-division social work macropractice course, teams of students worked with nonprofit organizations that addressed the needs of homeless youths and transgender youths. A three-pronged approach—community forum, fund-raising, and advocacy campaign—allowed a range of activities and learning experiences that benefited the students and agencies. This three-pronged service-learning model engaged the community, spread the message about youth and transgender youth homelessness, and consisted of projects that people can easily implement in their own communities. 相似文献
73.
Pam Patterson 《International Feminist Journal of Politics》2013,15(3):388-401
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Kappelides Pam Cuskelly Graham Hoye Russell 《Voluntas: International Journal of Voluntary and Nonprofit Organizations》2019,30(1):259-271
VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations - Volunteer recruitment and retention continue to be important issues for not-for-profit organisations. A theoretical... 相似文献
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Sheldene K Simola Kevin C. H. Parker Arthur P. Froese 《Journal of marital and family therapy》1999,25(2):225-236
It is often argued that relational V-code conditions are less serious than classical psychiatric disorders, and that they should therefore receive lower clinical priority or diminished levels of treatment funding. Despite these common assertions, there have been virtually no studies that have used actual case data to evaluate whether such problems are in fact less serious and less worthy of treatment funding. We used actual case data from a universally funded child and family clinic to evaluate these questions. Results showed that both classical diagnoses and relational problems were significantly related to markers of clinical severity. As with previous research, family therapy was not differentially associated with a larger number of treatment sessions. 相似文献
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Norma Parker 《Australian Social Work》2013,66(1):17-18
When I say “you” and “we” I mean both welfare officers and social workers. We should think of a term which covers both groups for we are all in the business of helping people with social problems. 相似文献
80.
Gender‐Related Violence and Young People: An Overview of Italian,Irish, Spanish,UK and EU Legislation
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Do laws regarding violence against or sexual exploitation of young people recognise gendered and other power dynamics? Cross‐national comparison of legal texts can illustrate the benefits of framing issues of violence/gender/youth in certain ways and offer critical reflection on particular legal frameworks or cultural understandings. This policy review is based on an analysis of select laws regarding gender‐related violence (GRV) as relates to young people in Italy, Ireland, Spain and the UK. Here, GRV is defined as sexist, sexualising or norm‐driven bullying, harassment, discrimination or violence whoever is targeted. It therefore includes gender, sexuality and sex‐gender normativities, as well as violence against women and girls. A tension emerges between granting young people agency and recognising the multiple, intersecting power relations that might limit and shape that agency. This article draws out the implications for the UK in particular, highlighting the absence of preventative measures and the need for a broader approach to combat GRV. 相似文献