全文获取类型
收费全文 | 1304篇 |
免费 | 50篇 |
专业分类
管理学 | 78篇 |
民族学 | 9篇 |
人口学 | 91篇 |
丛书文集 | 12篇 |
理论方法论 | 187篇 |
综合类 | 17篇 |
社会学 | 865篇 |
统计学 | 95篇 |
出版年
2023年 | 14篇 |
2022年 | 6篇 |
2021年 | 7篇 |
2020年 | 24篇 |
2019年 | 36篇 |
2018年 | 27篇 |
2017年 | 44篇 |
2016年 | 39篇 |
2015年 | 23篇 |
2014年 | 42篇 |
2013年 | 210篇 |
2012年 | 62篇 |
2011年 | 34篇 |
2010年 | 37篇 |
2009年 | 45篇 |
2008年 | 52篇 |
2007年 | 46篇 |
2006年 | 44篇 |
2005年 | 33篇 |
2004年 | 32篇 |
2003年 | 21篇 |
2002年 | 42篇 |
2001年 | 20篇 |
2000年 | 27篇 |
1999年 | 22篇 |
1998年 | 28篇 |
1997年 | 11篇 |
1996年 | 17篇 |
1995年 | 23篇 |
1994年 | 26篇 |
1993年 | 25篇 |
1992年 | 18篇 |
1991年 | 13篇 |
1990年 | 11篇 |
1989年 | 6篇 |
1988年 | 24篇 |
1987年 | 9篇 |
1986年 | 12篇 |
1985年 | 11篇 |
1984年 | 13篇 |
1983年 | 9篇 |
1981年 | 14篇 |
1980年 | 11篇 |
1979年 | 15篇 |
1978年 | 12篇 |
1977年 | 9篇 |
1976年 | 6篇 |
1975年 | 13篇 |
1974年 | 6篇 |
1973年 | 8篇 |
排序方式: 共有1354条查询结果,搜索用时 656 毫秒
81.
82.
83.
Richard Delaney Carol Nelson Caesar Pacifici Lee White Betsy Keefer Smalley 《Journal of social service research》2013,39(4):503-514
ABSTRACT Traditionally, prospective resource parents must attend all preservice training in person. Although live sessions are necessary for screening applicants, instructional portions of training could be enhanced by Web-based sessions. This pilot study compares the effectiveness of online and classroom versions of one session from a widely used preservice training program. Ninety-two individuals enrolled in the program in two states were randomly assigned to a treatment group that viewed an online version of the class on child abuse and neglect or to a comparison group that took the same class in person. Written questionnaires were completed before and after the class. Significant group differences on knowledge of child maltreatment and empathy toward birth parents plus high user satisfaction were hypothesized. Analysis of covariance results showed the online training was more effective than the live training at increasing knowledge. Multivariate analysis of covariance findings on empathy were not significant but trended toward greater empathy for the online group. Feedback indicated high satisfaction with the online course. The finding that online instruction is more effective than live instruction has positive implications for practice, because Web-based training offers advantages like standardizing instruction, cutting agency and trainee costs, and providing greater flexibility. 相似文献
84.
Jackie A. Nelson Esther M. Leerkes Nicole B. Perry Marion O'Brien Susan D. Calkins Stuart Marcovitch 《Social Development》2013,22(3):485-498
The current study examines whether the relation between mothers' responses to their children's negative emotions and teachers' reports of children's academic performance and social‐emotional competence are similar or different for European‐American and African‐American families. Two hundred mothers (137 European‐American, 63 African‐American) reported on their responses to their five‐year‐old children's negative emotions and 150 kindergarten teachers reported on these children's current academic standing and skillfulness with peers. Problem‐focused responses to children's negative emotions, which have traditionally been considered a supportive response, were positively associated with children's school competence for European‐American children, but expressive encouragement, another response considered supportive, was negatively associated with children's competence for African‐American children. The findings highlight the need to examine parental socialization practices from a culturally specific lens. 相似文献
85.
Becky Wai‐Ling Packard Miki Leach Yedalis Ruiz Consuelo Nelson Hannah DiCocco 《The Career development quarterly》2012,60(2):134-144
This study analyzed the career development of career and technical education (CTE) high school graduates during their school‐to‐work transition, specifically their adaptability in the face of barriers. Forty graduates (22 men, 18 women) from working‐class backgrounds participated in baseline surveys at graduation and phenomenological interviews 1 year postgraduation. Primary themes were job loss altered career plans, whereas relevant jobs propelled career development; limited access to college constrained options, whereas college experience expanded options; graduates experienced the loss of education‐related support, and CTE served as a backup plan. Teachers and school counselors emphasized organizational barriers including limited staffing for upper level math courses and inconsistent workplace partnerships. 相似文献
86.
87.
88.
Amanda L. Baden Judith L. Gibbons Samantha L. Wilson Hollee McGinnis 《Adoption quarterly》2013,16(3-4):218-237
Despite a 60-plus–year history of international adoption (IA) placements, the body of research exploring counseling and psychological interventions for those affected by IA is still in its infancy. This critical review of the state of the literature addresses research, theory, and practice relevant to the international adoption triad (adoptive parents, birth parents, and adoptees). We highlight the lack of empirical attention to the clinical needs of birth parents, the tendency to overlook the clinical needs of adoptive parents both pre- and post-adoption, early childhood vulnerability in international adoptees, and adolescent identity challenges and the attendant clinical issues. 相似文献
89.
90.