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111.
112.
Reflections on working with critical action learning 总被引:1,自引:3,他引:1
Critical action learning engages participants in a process of drawing from critical perspectives to make connections between their learning and work experiences, to understand and change interpersonal and organisational practices. But what does this mean in practice? How can critical action learning be expedited? What outcomes can critical action learning have for participants, and can the hopes for critical action learning be fulfilled? The intentions of this paper are to contribute reflections of our empirical experience on working with critical action learning in management development. 相似文献
113.
Metrical stress sensitivity in young children and its relationship to phonological awareness and reading 总被引:1,自引:0,他引:1
Clare Wood 《Journal of Research in Reading》2006,29(3):270-287
This paper reports two studies of young English‐speaking children's ability to cope with changes to the metrical stress pattern of spoken words and the relationship between this ability, phonological awareness and early reading development. Initially, 39 children aged 4 and 5 years were assessed on their ability to identify mispronounced words, including words that had their metrical stress pattern reversed. The children were significantly worse at identifying words that had their metrical stress pattern reversed than words that were mispronounced in other ways. The second study was a cross‐sectional comparison of 31 5, 6 and 7‐year‐old children's performance on the metrical stress reversal condition of the mispronunciation task. Measures of the children's written language skills and phonological awareness were also taken. The 7‐year‐old children outperformed the 5‐year‐olds on the metrical stress task. Performance on this measure was associated with most of the measures of phonological awareness and literacy, and was associated with rhyme awareness and spelling ability after age had been taken into account. Moreover, metrical stress sensitivity could account for variance in spelling ability after phonological awareness had been taken into account, and after vocabulary had been taken into account. This suggests that stress sensitivity may influence spelling development in a way that is independent of its contribution to phonological representations. 相似文献
114.
Clare Kilbane James Theroux Julian Sulej Barry Bisson David Hay Dennis Boyer 《Innovative Higher Education》2004,29(2):121-135
This article describes the first implementation of the Real-time Case Method (RTCM)—a new instructional practice that makes use of various technologies to create a new type of case study. Data obtained from five instructors at four business schools in the U.S. and Canada were analyzed using analytic induction. Analysis suggests RTCM was successfully implemented at both the graduate and undergraduate levels, in traditional face-to-face as well as online learning environments, with students of varying levels of experience and backgrounds, and by instructors with differing professional backgrounds and teaching styles. The instructors were highly satisfied with the method. They observed that students were engaged by RTCM, that it motivated them to work harder and longer on assignments, and that it allowed them to have experiences that were qualitatively different from those available from textbooks and traditional cases. 相似文献
115.
Families Created by the New Reproductive Technologies: Quality of Parenting and Social and Emotional Development of the Children 总被引:14,自引:0,他引:14
The creation of families by means of the new reproductive technologies has raised important questions about the psychological consequences for children, particularly where gamete donation has been used in the child's conception. Findings are presented of a study of family relationships and the social and emotional development of children in families created as a result of the 2 most widely used reproductive technologies, in vitro fertilization (IVF) and donor insemination (DI), in comparison with control groups of families with a naturally conceived child and adoptive families. The quality of parenting was assessed using a standardized interview with the mother, and mothers and fathers completed questionnaire measures of stress associated with parenting, marital satisfaction, and emotional state. Data on children's psychiatric state were also obtained by standardized interview with the mother, and by questionnaires completed by the mothers and the children's teachers. The children were administered the Separation Anxiety Test, the Family Relations Test, and the Pictorial Scale of Perceived Competence and Social Acceptance. The results showed that the quality of parenting in families with a child conceived by assisted conception is superior to that shown by families with a naturally conceived child. No group differences were found for any of the measures of children's emotions, behavior, or relationships with parents. The findings are discussed in terms of their implications for understanding the role of genetic ties in family functioning and child development. 相似文献
116.
T. Ghelani M. Shoolbred C. Nankivell 《International Journal of Research & Method in Education》2013,36(2):103-124
Abstract The Centre for Information and Research at the University of Central England in Birmingham is carrying out research investigating the relationship between different learning cultures and resource‐based learning in children. The research examines the ways in which children's access to learning resources and support in using them affects their learning. The aim is to produce recommendations for local agencies on how they can work together more effectively to create better learning opportunities for children across a community. The article outlines the aims and methodology of the research and identifies the factors said to affect learning, based on a review of existing literature. This research is timely as there is a national government focus on lifelong learning and widening participation; the focus has been mainly on adult education and there is a need for an examination of the ways in which children are equipped with the skills to become lifelong learners. It takes place in a context in which learning in schools has moved towards project work, requiring children to find their own information through using research and information searching skills. The research also reflects current government concerns about narrowing the existing gap between families and individuals who have access to a broad range of learning support tools and those without this support. The article highlights the value of an interagency approach to identify gaps and to ensure community‐wide support for children's learning within specific localities. 相似文献
117.
Becoming a teacher educator involves more than a job title. One becomes a teacher educator as soon as one does teacher education, but one’s professional identity as a teacher educator is constructed over time. Developing an identity and practices in teacher education is best understood as a process of becoming. Though the work of teaching shares much in common with the work of teacher education, the two positions are significantly divergent in important ways. 相似文献
118.
David James Hayley Mills Diane Crone Lynne Halley Johnston Clare Morris Christopher James Gidlow 《Journal of sports sciences》2013,31(10):1007-1017
Abstract Participant socio-demographic characteristics and referral reason were investigated in relation to completion and health outcomes in a Primary Care Physical Activity Referral Scheme using a prospective population-based longitudinal design. Participants (n = 1735) were recruited over a 2-year period. A three-stage binary logistic regression analysis identified the factors associated with the outcomes of completion (model 1), body mass reduction (model 2) and blood pressure reduction (model 3). Participant's age, gender, ethnicity, occupation and referral reason were the independent variables for model 1, with the variables of completion added in model 2 and completion and body mass reduction added in model 3. Logistic regression analysis revealed that increasing age is associated with the likelihood of completion (Odds Ratio, OR = 1.019; Confidence Interval, CI = 1.008–1.030; P = 0.001). Participants with a pulmonary condition are less likely to complete (OR = 0.546; CI = 0.346–0.860; P < 0.01) compared to those referred for cardiovascular conditions. For ethnicity, in comparison to the white category, patients in the mixed category are significantly more likely to achieve a reduction in body mass (OR = 3.991; CI = 1.191–13.373; P < 0.05). Those who complete are more likely to achieve a reduction in body mass (OR = 3.541; CI = 2.721–4.608; P < 0.001). When compared to the unemployed category, the skilled manual category had an increased likelihood of achieving a reduction in blood pressure (OR = 1.875; CI = 1.044–3.227; P < 0.05). Participants who completed also demonstrated an increased likelihood of a reduction in blood pressure (OR = 1.680; CI = 1.250–2.003; P < 0.001). Furthermore, those participants who achieved a reduction in body mass had an increased likelihood of achieving a reduction in blood pressure (OR = 1.292; CI = 1.008–1.641; P < 0.05). Completion is associated with health outcomes of reduced body mass and blood pressure. 相似文献
119.
Evaluation of successful professional intervention for two case studies of female adolescents’ school refusal behaviour is presented. Data gathered from the young person, professionals, and parents in each case are synthesised to propose a multi-level, ecologically situated model of intervention for school refusal behaviour. The proposed model indicates an interaction of child, psychological support, family support, professional, and systemic factors. The utility of explanatory case studies to a practice-based evidence base for practitioner educational psychologists is highlighted. 相似文献
120.
Many studies have reported that twice-exceptional (2e) students were vulnerable in psychological traits and exhibited low-academic self-concept and academic self-efficacy. Such vulnerability may cause their academic failures. This study applied interpretative phenomenological analysis (IPA), a qualitative approach to investigate the perceptions of academic self-concept and academic self-efficacy in six 2e students from a Singapore secondary school. Results demonstrate that 2e students could possess high-academic self-concept and academic self-efficacy that empower their academic success. This study suggests strategies such as focusing on the 2e students’ strength areas and developing their interests in particular academic domains to enable their development of high-academic self-concept. We also recommend practices such as creating the experiences of success, practicing effective parental and teacher support, and providing positive peer influence to foster 2e students’ high-academic self-efficacy. 相似文献