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61.
Elizabeth R. Drame Sandra Toro Martell Jennifer Mueller Raquel Oxford Debora B. Wisneski Yaoying Xu 《Equity & Excellence in Education》2013,46(4):551-565
This paper represents a series of reflections on collective and individual efforts of diverse women scholars to reconcile alternative views of scholarship within the academy. We document our collective experience with embedding the concept of the “scholarship of engagement” in our practice of research, teaching, and service through a process of collaborative inquiry. In addition, we discuss individual efforts to challenge university colleagues and students (many of whom are teachers in training) to interrogate issues of social justice, diversity, and marginalization in their academic environments. Our experiences provide a critical examination of the supports needed for diverse women faculty who engage in critical dialogues that challenge traditional institutional structures while on the tenure path. 相似文献
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Debora Shaw 《资料收集管理》2013,38(3):117-132
Analysis of twenty-six college and university libraries' monographic holdings in WorldCat shows that university libraries hold radically more rare titles and their collections are seven times larger than college libraries. Language and Literature (Library of Congress [LC] class P) accounts for 30% of university and 27% of college holdings. The number of books held declines and the number owned by only one library increases after the 2000 publication year. Since then, total library budgets have barely kept pace with inflation and book budgets have declined as a percentage of library expenditures. These changes align with current emphasis on priorities other than book collections. 相似文献
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The present study examined reciprocal influences between student–teacher relationship quality and students’ externalizing and internalizing behaviors in secondary education. Our sample included 1,219 secondary school students (49.1% boys; Mage = 13.53, SD = 1.77) from seventh, eighth, tenth, and eleventh grade. Students reported about their externalizing and internalizing behaviors and the quality of the relationships (closeness, conflict) with their Dutch and math teachers at three occasions within one school year. Cross-lagged path models showed positive reciprocal associations between conflict with the math teacher and externalizing behavior over time. For the Dutch teacher, externalizing behavior positively predicted conflict over time, but not the other way around. Externalizing behavior also negatively predicted closeness with both teachers over time. 相似文献
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Debora S. Valcan Helen Davis Deborah Pino-Pasternak 《Educational Psychology Review》2018,30(3):607-649
Recent research indicates that parental behaviours may influence the development of executive functions (EFs) during early childhood, which are proposed to serve as domain-general building blocks for later classroom behaviour and academic achievement. However, questions remain about the strength of the association between parenting and child EFs, more specifically which parental behaviours are most strongly associated with child EFs, and whether there is a critical period in early childhood during which parental behaviour is more influential. A meta-analysis was therefore conducted to determine the strength of the relation between various parental behaviours and EFs in children aged 0 to 8 years. We identified 42 studies published between 2000 and 2016, with an average of 12.77 months elapsing in the measurement of parent and child variables. Parental behaviours were categorised as positive (e.g. warmth, responsiveness, sensitivity), negative (e.g. control, intrusiveness, detachment) and cognitive (e.g. autonomy support, scaffolding, cognitive stimulation). Results revealed significant associations (ps < .001) between composite EF and positive (r = .25), negative (r = ?.22) and cognitive (r = .20) parental behaviours. Associations between cognitive parental behaviours and EFs were significantly moderated by child age, with younger children showing a stronger effect size, whereas positive and negative parental behaviours showed a stable association with EFs across ages. We conclude that modest, naturally occurring associations exist between parental behaviours and future EFs and that early childhood may be a critical period during which cognitive parental behaviour is especially influential. 相似文献
66.
Debora Cheney 《Library Collections, Acquisitions, and Technical Services》2010,34(2-3):66-73
Microforms collections are at a crossroads and how effective libraries are in increasing the visibility and usability of these collections will determine whether they endure. In the last decade many libraries have made significant changes in how they process, catalog, and provide access to their traditional book and journal collections, even in how they view their library's physical spaces and the role of library services in providing support for their collections. This article will suggest changes libraries will need to make if they expect to mainstream the most useful and valuable parts of their microforms collections by applying some of the same innovative and change-oriented approaches they have used in other areas of their libraries. 相似文献
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Andrew Jon Schneller 《Environmental Education Research》2008,14(3):291-307
This article reports on a longitudinal study of a two‐semester middle school environmental learning course that departs from traditional Mexican expository pedagogies through the incorporation of experiential and service learning approaches. In the short term, course participants acquired a heightened awareness of environmental issues, augmented their environmental perceptions and consciousness, and complemented all this with environmentally responsible behaviours. Two years after completing the experiential course, students retained pro‐environmental attitudes and behaviours and unexpectedly exhibited an expanded role in intergenerational learning. The research adds to the handful of studies in this cross‐disciplinary field through qualitative methodologies that refine our understanding of the outcomes of experiential environmental learning. 相似文献
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