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An experience of collaborative action research to improve teaching practices from an inclusive perspective is discussed. The aim of the project is to promote teaching practices for compulsory secondary education teachers that facilitate all students’ learning and participation. We have used two strategies as catalysts of change. The first is student participation and the second is teacher collaboration in developing what is called the Lesson Study. Different phases in the action research are discussed, as are the dynamics used. The didactic experience focuses particularly on student participation. The results show the potential of the planning process to help student voices to be heard and taken into account as a way to improve teaching practice and reduce marginalization. Finally, we examine some lessons learned, including conditions and barriers that may limit these processes, as well as challenges. 相似文献
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Michele R. Tennant Beth Auten Cecilia E. Botero Linda C. Butson Mary E. Edwards Rolando Garcia-Milian 《Medical reference services quarterly》2013,32(3):280-301
This article describes how the reference department at a large academic health sciences library evolved to address the clinical and research information needs of the parent organization without losing its close connections to the classroom and curriculum. Closing the reference desk, moving to on-call and house call models, designing positions such as clinical research librarian and basic biomedical sciences librarian, finding alternative funding to grow the department, providing technology and training to facilitate librarians' work, and developing programming for and taking advice from library clients facilitated efforts to create a relevant presence and solidify the library's place in the university community. 相似文献
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Vincenzo Paolo Senese Dario Bacchini Maria C. Miranda Cecilia Aurino Fortuna Somma Giuseppina Amato 《Parenting, science and practice》2016,16(4):219-236
Objective. The aims of this article were to test the measurement invariance of the Italian and American versions of the Adult Parental Acceptance–Rejection Questionnaire and to compare adults’ remembrances of parental acceptance–rejection across the two nations. Design. The Adult Parental Acceptance–Rejection Questionnaire was administered to 564 Italian adults (M = 23.04 years) and 509 U.S. American adults (M = 22.09 years), matched by gender and age. The measurement invariance of the Parental Acceptance–Rejection Questionnaire was first established by means of multi-group confirmatory factor analyses. Results. The Parental Acceptance–Rejection Questionnaire is fully invariant across the two cultures, and adults organize their remembrances of mothers’ and fathers’ parenting around the same four classes of behavior in both nations. Italian and American adults tend to remember their parents as having been quite loving, with Italian parents being remembered as slightly less warm and more hostile than American parents. Conclusions. The full invariance of the Parental Acceptance–Rejection Questionnaire across the two populations represents additional strong evidence for the universality of interpersonal acceptance–rejection theory. Measurement invariance also confirmed that the Adult Parental Acceptance–Rejection Questionnaire (short form) can be used to measure adult remembrances of parental acceptance–rejection across these two populations. 相似文献
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Wainryb C Brehl BA Matwin S 《Monographs of the Society for Research in Child Development》2005,70(3):1-114
Children's narrative accounts and moral evaluations of their own interpersonal conflicts with peers were examined. Girls and boys (N = 112) in preschool (M= 4.8 years), first grade (M = 6.9 years), fifth grade (M = 10.9 years), and tenth grade (M = 16.2 years) provided one narrative of a time when they had been hurt by a peer ("victim"), and one of a time when they had hurt a peer ("perpetrator"). Victim and perpetrator narratives were equally long and detailed and depicted similar types of harmful behaviors, but differed significantly in terms of various measures of content and coherence. Narratives given from the victim's perspective featured a self-referential focus and a fairly coherent structure. When the same children gave accounts of situations in which they had been the perpetrators, their construals were less coherent and included multiple shifts between references to their own experience and the experience of the other. Children's moral judgments also varied by perspective, with the majority of victims making negative judgments and nearly half the perpetrators making positive or mixed judgments. These differences in moral judgments were related to the distinct ways in which victims and perpetrators construed conflict situations. Age differences were also found in both narrative construals and moral evaluations, but regardless of their age children construed conflict situations differently from the victim's and the perpetrator's perspectives. By integrating, within the study of moral development, children's interpretations of the social interactions that are at the basis of moral thinking, this approach brings us a step closer to conceptualizing the study of children's moral behavior. 相似文献
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Dr. Cecilia L. López Howard J. Sullivan 《Educational technology research and development : ETR & D》1992,40(4):5-14
This study investigated the effects of three levels of personalization—individualized, group, and non-personalized—on the
mathematics achievement of 123 seventh-grade Hispanic boys and girls. Personalization was accomplished by using personal information
provided by students on a biographical inventory. Subjects were randomly assigned within sex to one of three versions of a
two-day instructional program on one-step and two-step mathematics word problems. Subjects in both the individual and group
personalization treatments scored significantly higher on the posttest than those in the nonpersonalized treatment on two-step
word problems, but not on one-step problems. Subjects in the individualized treatment had significantly more positive attitudes
toward the instruction than those in the other two treatments. 相似文献
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Although a global virtual team (GVT) can provide organizations with increased competitive advantages and greater flexibility due to its unique ability to transcend traditional boundaries of time, locations, and organizational constraints, knowledge sharing in globally dispersed and culturally diverse members also poses unique challenges to organizations wishing to capitalize on diverse knowledge of GVTs. This work, therefore, examines extant literature on collaboration engineering (CE) and thinkLets and further proposes that CE and thinkLets can help organizations develop predictable patterns of knowledge-sharing behaviour and a sense of structure in GVT collaboration. Implications of using CE and thinkLets for organizational practice and research are also discussed in the virtual collaboration context. 相似文献