全文获取类型
收费全文 | 249篇 |
免费 | 6篇 |
专业分类
教育 | 199篇 |
科学研究 | 6篇 |
各国文化 | 1篇 |
体育 | 20篇 |
信息传播 | 29篇 |
出版年
2022年 | 2篇 |
2021年 | 2篇 |
2020年 | 3篇 |
2019年 | 11篇 |
2018年 | 21篇 |
2017年 | 5篇 |
2016年 | 11篇 |
2015年 | 8篇 |
2014年 | 12篇 |
2013年 | 79篇 |
2012年 | 5篇 |
2011年 | 4篇 |
2010年 | 4篇 |
2009年 | 4篇 |
2008年 | 4篇 |
2007年 | 7篇 |
2006年 | 4篇 |
2005年 | 4篇 |
2004年 | 6篇 |
2003年 | 3篇 |
2002年 | 2篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1999年 | 3篇 |
1998年 | 1篇 |
1997年 | 3篇 |
1996年 | 2篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1993年 | 4篇 |
1992年 | 5篇 |
1991年 | 3篇 |
1990年 | 2篇 |
1989年 | 1篇 |
1987年 | 4篇 |
1986年 | 3篇 |
1985年 | 2篇 |
1984年 | 3篇 |
1983年 | 1篇 |
1977年 | 3篇 |
1976年 | 2篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1970年 | 1篇 |
排序方式: 共有255条查询结果,搜索用时 7 毫秒
91.
92.
Bonnie Cramond 《Roeper Review》2013,35(1):15-16
Student self‐documentation is an effective approach to program evaluation. It measures student growth and compares performance standards to actual learner performance. 相似文献
93.
Children with specific talents have particular needs that must be recognized if that talent is to be nurtured. 相似文献
94.
Computer technology has become a tremendous aid in examining the aging process as it relates to reading by allowing researchers to measure and control processing time. But is the computer a passive player in the study of reading and aging? Are we overlooking interactions between computers and participants using them? This study compared two types of computer presentation (investigator‐paced and self‐paced by the reader) to reading from the printed page. Older adults were most efficient in their reading comprehension when reading from the printed page, while young adults were most efficient from computer‐paced text. Although reading is a highly practiced skill for both young and old adults, the computer method of presentation is much less familiar to old adults. An overestimation of age differences with misleading findings may occur if computers are routinely used to study age differences in reading comprehension. 相似文献
95.
Jade Kennedy Lisa Thomas Bonnie Dean Janine Delahunty Kathryn Harden-Thew 《International Journal for Academic Development》2019,24(2):148-162
ABSTRACTThis paper introduces the context and design of an institutional educational development grants program, Jindaola, which reflects an Aboriginal way towards reconciling Indigenous and non-Indigenous Knowledges in the Australian higher education curriculum. The program is unique in two ways: it foregrounds the voice of Aboriginal local Knowledge Holders in the design and implementation of the program; and, rather than focussing on embedding predefined ‘packages’ of Indigenous Knowledges and pedagogies into curricula, the approach adheres to Aboriginal methods for conducting business and maintaining knowledge integrity, by taking interdisciplinary teams of academics on a journey towards what we are calling ‘curriculum reconciliation’. 相似文献
96.
97.
Christina Gigliotti Matt Morris Sara Smock Shannon E. Jarrott Bonnie Graham 《Educational gerontology》2013,39(6):425-441
ABSTRACT We implemented an intergenerational (IG) summer program at a colocated site for 2 consecutive summers to maximize continuity and enhance sustainability. We incorporated multiple methods to represent the views of key program stakeholders, including staff and administrators, parents who attended the program, and facilitators’ reports of the experiences of child and adult participants. We generated a list of themes and subthemes from each source and triangulated the data points. Despite the resources invested and the challenges faced, the program was well received and viewed as beneficial. These findings offer insight into the likelihood of sustainability for IG summer programming. 相似文献
98.
Bonnie M. Sanchez 《Community College Journal of Research & Practice》2013,37(2):203-215
Identification of the factors that contribute to the fear of success in women's career development is important for community college educators and counselors wanting to assist women in their professional goals. In this article the factors associated with fear of success in women are categorized as follows: familial socialization, psychological influences, and cultural norms. It is generally conceded that any one or combination of these factors can precipitate a fear of success which becomes manifest in the woman's defeatist behaviors, and in turn, undermines her career development. It is imperative that professionals recognize the factors causing the fear of success orientation in women so that they may develop coping strategies with the client. 相似文献
99.
Faculty women in the American university: Up the down staircase 总被引:1,自引:0,他引:1
Bonnie Cook Freeman 《Higher Education》1977,6(2):165-188
This paper compares the status of academic women in the United States, particularly at the most prestigious institutions of higher education, to that of faculty men. Inequalities in rank, prestige, rewards, work environment, and social expectations are discovered. The paper next traces the organization of women within academia professional organizations in the late sixties and ties these developments to the larger women's movement nationally. Finally, the impact of these organizations on government policy and on university personnel practices is assessed. The future status of academic women in a country with a declining birthrate, a sluggish economy, and diminishing financial support for higher education is considered. 相似文献
100.
Elbers grapples with two persistent issues in psychology: (a) the role of the adult and the child in development, and (b) depictions of competence as context specific or generalized. Elbers' entrenchment in a transmission model of meaning undermines his portrayal of the child as an active participant in development. Furthermore, his characterization of competence as something in the head of the individual hinders his attempts to contextualize competence. We outline a framework informed by Vygotsky, Bakhtin, and others, which depicts both the formation and the functioning of mental processes (or competence) as fundamentally interactive. Mental functions arise in social interactions in which all participants accommodate each other, thus obviating the question of who is active or passive in the interaction. Furthermore, the social interactive origins of mental functioning impose a social context on all competencies. Such a framework facilitates movement away from the dilemmas which Elbers cogently raises. 相似文献