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291.
DAVID G. ZIMPFER 《Counselor Education & Supervision》1993,32(4):227-240
In a nationwide study of graduates of doctoral programs in counselor education and counseling psychology, researchers found similarities between the two groups in educational and work history, current employment, professional activities, and future goals. 相似文献
292.
The purpose of this research was to update and extend the survey of training practices conducted by Splete and Bernstein (1981). More counselor education programs are offering individual courses in consultation to their master's students, but the preferred method of delivering consultation coursework still seems to be integrating it into other courses. Little consensus was found among program administrators regarding topics covered in didactic experiences. The majority of the respondents reported offering some fieldwork in consultation, either as a requirement or as an elective. 相似文献
293.
DAVID HALPIN 《International Journal of Inclusive Education》2013,17(3):225-238
Drawing on a variety of social and political theories about the nature and future of democracy, this paper develops athesis about the politics of inclusive education. It concludes with a brief preliminary evaluation of the potential of the UK Labour Government's Education Action Zones policy for the development and governance of inclusive schools. 相似文献
294.
DAVID KENNEDY 《Journal of Philosophy of Education》2018,52(1):105-125
This paper traces the changing status of the school as a counter culture in the anthropological and historical literature, in particular from the moment when compulsory mass schooling assumed the function of ideological state apparatus in the post‐revolutionary 19th century West. It then focuses attention on what may be called the New School, which could be said to represent an evolved, postmodern embodiment of the social archetype of the school as interruption of the status quo. It emerged in the form of schools initially associated with Romanticism and with socialist libertarian or ‘anarchist’ impulses, and moved, if temporarily, into the educational mainstream in the late 19th and early 20th centuries in the left sector of the Progressive Education movement, proliferated in the 1960s and 70s in various school reform movements, and is a constant presence today in the theory and practice of those schools that identify themselves as ‘democratic’. It is based on principles of adult–child dialogue and direct democratic practice. Examples that we have of the New School tend to be characterised by material and activity environments that value variety, emergence, choice, emotional safety, self‐initiation and self‐organisation; that are multi‐sensorial and polysymbolic; and that are organised on the principles associated with mastery learning, social learning theory and play theory—that is, moderate complexity and optimal cognitive arousal as exemplary conditions for learning. 相似文献
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CHRIS BISSELL DAVID CHAPMAN CLEM HERMAN LEY ROBINSON 《European Journal of Engineering Education》2003,28(1):27-35
Over the last 5 years the Faculty of Technology of the UK Open University has redesigned most of its courses in the information and communication technologies. This paper reviews some of the issues, the changes made and what has been achieved. The combination of changes to content, pedagogy and marketing appears to have made the new generation of courses significantly more attractive to women--although it is difficult to disentangle the effects of the various changes. 相似文献
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Education in Latvia has changed a great deal in the last 15 years. The development of an independent and democratic state system has creatively combined elements of foreign experience and influence with the enrichment and further development of features of the earlier Latvian system. This article outlines the main steps in this process of change and then goes on to argue that there is still much to be done: firstly, to consolidate and secure the developments to date, and secondly, to enable a successful functioning within the EU in a rapidly changing wider context. 相似文献
300.
ANTHONY FEILER JANE ANDREWS PAMELA GREENHOUGH MARTIN HUGHES DAVID JOHNSON MARY SCANLAN WAN CHING YEE 《Support for Learning》2008,23(1):12-18
The Government is urging teachers to engage more closely with families and is promoting the concept of the ‘extended’ school. This article reports on the literacy strand of the Home School Knowledge Exchange (HSKE) project, directed by Professor Martin Hughes at the University of Bristol. A selection of literacy activities developed during this project is discussed – activities that enabled teachers and parents to share their knowledge about children in order to enhance their learning. These included ‘school‐to‐home’ activities where the direction of knowledge was primarily from teachers to families and ‘home‐to‐school’ activities where families' knowledge of children impacted on school learning. Practical aspects of planning and conducting home–school knowledge exchange activities are discussed, and challenges are explored. The approaches presented in this article provide examples that could be considered and adapted by schools interested in extending their provision for families. This article draws on the recently published Improving Primary Literacy: Linking Home and School ( Feiler et al., 2007 ). 相似文献