全文获取类型
收费全文 | 76篇 |
免费 | 0篇 |
专业分类
教育 | 60篇 |
各国文化 | 1篇 |
体育 | 11篇 |
信息传播 | 4篇 |
出版年
2021年 | 1篇 |
2019年 | 1篇 |
2018年 | 1篇 |
2017年 | 3篇 |
2016年 | 1篇 |
2015年 | 1篇 |
2013年 | 28篇 |
2012年 | 1篇 |
2011年 | 1篇 |
2010年 | 2篇 |
2009年 | 3篇 |
2008年 | 3篇 |
2007年 | 2篇 |
2006年 | 1篇 |
2003年 | 3篇 |
2002年 | 5篇 |
2001年 | 1篇 |
2000年 | 1篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1991年 | 1篇 |
1989年 | 6篇 |
1988年 | 1篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1977年 | 1篇 |
1974年 | 1篇 |
排序方式: 共有76条查询结果,搜索用时 940 毫秒
41.
42.
43.
44.
45.
Saba Safdar Darcy R. Dupuis Rees J. Lewis Shaha El-Geledi Richard Y. Bourhis 《Int J Intercult Relat》2008,32(5):415-426
The goal of this study was to examine the role of Social Axioms in the endorsement of acculturation orientations held by members of the receiving society toward immigrants. Acculturation orientations of English Canadian undergraduates toward immigrants from Britain and immigrants of Arab Muslim background were measured. Respondents also completed the Social Axioms Survey (SAS) measuring five basic dimensions of social beliefs. A total of 349 undergraduate students (278 female, 71 male) attending a Southern Ontario University in Canada participated in the study. Results showed that participants endorsed the welcoming acculturation orientations, Individualism, Integrationism, and Intergrationism-transformation, more toward culturally close (British) than culturally distant (Arab Muslim) immigrants. Participants also endorsed the unwelcoming acculturation orientations, Assimilationism, Segregationism, and Exclusionism, more toward Arab Muslim than British immigrants. Additionally, social beliefs were related to the acculturation orientations held by English Canadian undergraduates toward immigrants of both British and Arab Muslim origin. More specifically, Religiosity beliefs were associated with the endorsement of Assimilationist, Segregationist and Exclusionist acculturation orientations toward culturally distant and not toward culturally close immigrants. 相似文献
46.
47.
48.
49.
L. DiAnne Borders Kelly L. Wester Darcy Haag Granello Catherine Y. Chang Danica G. Hays Jennifer Pepperell Shawn L. Spurgeon 《Counselor Education & Supervision》2012,51(3):162-175
The authors describe guidelines endorsed by the Association for Counselor Education and Supervision for research mentorship, including characteristics of mentors and mentees. Suggestions for implementing the guidelines at the individual, program, institution, and professional levels are focused on enhancing mentoring relationships as well as mentees’ research quality and productivity. Research on research mentoring, based on the guidelines, is encouraged. 相似文献
50.
Ludwig Haag 《教育政策杂志》2013,28(1):132-133
Competence as a measure of ‘fitness to practice’ and its evaluation through mechanisms of personal performance review, has led to the introduction of systems in a number of professions which link appraisal to the maintenance of professional registration (variously referred to as re-validation, re-certification, re-accreditation, etc.). This shift towards the requirement to actively maintain registration is becoming increasingly common in the teaching profession in many countries too. This paper presents an examination of the enactment of this global policy trend towards teacher re-accreditation at a national level. Here, we analyse the policy discourse and rhetoric around the introduction of professional re-accreditation of teachers in Scotland, where it is referred to as ‘Professional Update’, and track this through to the preparation of those carrying out interviews for re-accreditation in one of the three local authorities involved in piloting the initiative. In doing this we aim to show the ways in which policy serves to construct teacher subjectivities though processes of appraisal and how policy actors positions themselves and are positioned within these policy-making processes. 相似文献