全文获取类型
收费全文 | 383篇 |
免费 | 14篇 |
专业分类
教育 | 344篇 |
各国文化 | 7篇 |
体育 | 9篇 |
文化理论 | 1篇 |
信息传播 | 36篇 |
出版年
2022年 | 2篇 |
2021年 | 4篇 |
2020年 | 5篇 |
2019年 | 15篇 |
2018年 | 14篇 |
2017年 | 21篇 |
2016年 | 19篇 |
2015年 | 6篇 |
2014年 | 12篇 |
2013年 | 96篇 |
2012年 | 7篇 |
2011年 | 10篇 |
2010年 | 11篇 |
2009年 | 10篇 |
2008年 | 12篇 |
2007年 | 14篇 |
2006年 | 12篇 |
2005年 | 16篇 |
2004年 | 14篇 |
2003年 | 8篇 |
2002年 | 8篇 |
2001年 | 7篇 |
2000年 | 7篇 |
1999年 | 4篇 |
1998年 | 2篇 |
1997年 | 7篇 |
1996年 | 7篇 |
1995年 | 7篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1992年 | 6篇 |
1991年 | 4篇 |
1990年 | 3篇 |
1989年 | 1篇 |
1987年 | 1篇 |
1986年 | 2篇 |
1985年 | 5篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 3篇 |
1980年 | 1篇 |
1979年 | 2篇 |
1978年 | 3篇 |
1977年 | 1篇 |
1969年 | 1篇 |
1967年 | 1篇 |
1964年 | 1篇 |
排序方式: 共有397条查询结果,搜索用时 15 毫秒
361.
Bingham D 《The Journal of perinatal education》2007,16(3):8-10
Lamaze International is pleased to launch the newly revised and updated (as of May 2007) six care practice papers that synthesize best practices that promote, support, and protect normal birth, bonding, and breastfeeding for pregnant women and their support teams. The updated six care practice papers are available as resource materials to start and support conversations of change. Childbirth educators are encouraged to be change champions and to incorporate the six care practices into the maternity care that women receive in their communities. 相似文献
362.
363.
Creativity and the way it could be supported in schools is understood differently by policy makers, practitioners and scientists. This article reviews, with a chronological lens, the development of policies that include teaching creativity and teaching for creativity. The epistemic tensions between the intentions of government and the nature of creativity as it emerges in learning or scientific work is introduced and reflected upon. There have been more than nine key educational policies that have been introduced over the last 50 years. Each of these are considered in this article and related to the ways that creativity is understood and expected to be taught, supported or enacted in schools by policy makers. In light of the need to support creativity as a key twenty-first-century skill, to ultimately enable current students (who will become the next generation of scientists) to develop the capabilities to address global concerns, this article highlights issues related to this issue. Epistemic insights are offered that relate to the development of aspects of creativity, including questioning, developing alternate ideas, ‘seeing’ things differently, innovation, curiosity, problem solving and evaluating. The ways that policy related to creativity in science appears not to recognise how creativity can be reified in these ways in schools suggests the need for rapid review, especially in light of the upcoming international creativity tests in 2021. 相似文献
364.
‘Troublesome boys’ and ‘compliant girls’: gender identity and perceptions of achievement and underachievement 总被引:2,自引:0,他引:2
Working within a methodological framework that identified four focus groups, high‐achieving boys and girls and underachieving boys and girls, this article presents teachers' perceptions of how gender identity is seen to influence achievement levels. Beliefs about gender identity informed the teachers' perceptions in relation to each of the four focus groups, whereby the underachieving boy and the high‐achieving girl were seen to conform to gender expectations; the high‐achieving boys were seen to challenge gender norms; and the underachieving girl emerges as largely overlooked. The perceived characteristics of the high‐achieving girl are presented as describing all girls. There appears to be a tendency to associate boys with underachievement and girls with high achievement. 相似文献
365.
Larry Napoleon Debra Freedman Koushik Seetharaman Priya Sharma 《Journal of Food Science Education》2006,5(2):19-23
ABSTRACT: This article describes the outcomes of a needs assessment concerning current training needs and performance targets for non-degreed employees in the food industry. Focus groups were used to gather data from 5 food-processing companies: a fresh vegetable company, a canned vegetable company, 2 snack food companies, and a meat company. Focus group participants consisted of 1 senior-level manager each from human resource, production, quality assurance, purchasing, and product development departments within each company. The needs assessment identified 4 major themes that employers indicated as beneficial knowledge and skills for employees to possess: safety training, knowledge of food and production systems, learning and applying mathematical skills, and professional conduct. The authors anticipate that the knowledge of industry needs, with respect to the desired incoming workforce competencies and knowledge, will facilitate the development of integrated curriculum modules for secondary career and technical education programs (high school grades). These integrated curriculum modules will address the growing needs of the food industry and facilitate the development of employment skills required to function and prosper in the new global economy. 相似文献
366.
Vicente Talanquer Debra Tomanek Ingrid Novodvorsky 《Journal of Science Teacher Education》2007,18(3):399-421
We explore the potential of dilemma analysis as an assessment tool to reveal student teachers’ thinking and concerns about
their practice. For this purpose we analyze the dilemma analyses completed by 22 student teachers enrolled in our science
teacher preparation program over a period of four semesters. Student teachers’ dilemmas fall into two main groups: dilemmas
about student performance and dilemmas associated with instructional decisions. These dilemmas reveal a variety of concerns
that student teachers have about their work. In particular, concerns about lack of student motivation and its consequences
on performance and instruction play a central role in student teachers’ thinking. The recognition of common patterns of thought
in our student teacher thinking has made us reflect on and re-evaluate important components of the curriculum in our science
teacher preparation program. 相似文献
367.
Stephen A. Stumpf Richard D. Freedman Joseph C. Aguanno 《Research in higher education》1979,11(2):111-123
The relationships among several variables outside of the instructor's classroom control and student ratings of teaching effectiveness are investigated in a causal network. Student ratings are relatively independent of external variables. Students may be able to take into account more factors than generally assumed when they rate their instructors. 相似文献
368.
Stacy B. Ehrlich Debra Pacchiano Amanda G. Stein Maureen R. Wagner Sangyoon Park Elizabeth Frank 《Early education and development》2019,30(4):540-567
Research Findings: The Early Education Essentials surveys use teacher and parent perceptions to measure 6 organizational conditions of early childhood education programs, extending and complementing existing measures of early childhood care and education (ECE) quality constructs. This study tests the reliability and concurrent validity of the Early Education Essentials in 81 school- and community-based ECE sites in a large Midwestern city selected using a stratified random sampling method. Using a Rasch item response theory model, scales were created; theory and exploratory factor analyses combined scales into higher level constructs called essentials. Multilevel models took into account individual measurement error to create site-level essential scores and assessed relationships between programs’ essential scores and site-level teacher–child interactions scores and student attendance. Findings suggest that the Early Education Essentials is reliable in multiple ECE settings; it is sensitive to site-level differences; and some, but not all, organizational conditions measured are associated in expected directions with site-level metrics indicative of center-based ECE quality. Practice or Policy: The Early Education Essentials has the potential to provide leaders and practitioners with actionable data about organizational supports that enable ECE practitioners to be more effective in their daily work with children and families. 相似文献
369.
Lynne Taylor Erik Brogt Ursula Cheer Natalie Baird John Caldwell Debra Wilson 《高等教育研究与发展》2017,36(5):1047-1060
This paper investigated the extent to which the engagement levels of a self-selected cohort of students enrolled in first-year law programmes at three New Zealand universities varied according to ethnicity. When viewed in the light of factors identified within the international literature as having a bearing on student engagement and, in consequence, academic success and retention, no significant differences were identified in the ways students of Pākehā (European), Māori, Pasifika, Chinese and Indian descent interacted with the law school at which they were enrolled. This was despite some identified differences in students’ backgrounds and motivations for study and in the external factors having an impact on their study. Nevertheless, the identified differences between the ethnicities in relation to personal and external factors can be utilised to enhance and/or improve the engagement of particular groups of students. Overall, the findings indicate a need for law schools to focus on student engagement in first-year programmes with a view to improving the engagement levels of students across all ethnicities. 相似文献
370.
The effect of communication anxiety upon signing effectiveness among the profoundly hearing‐impaired
Melanie Booth‐Butterfield Debra Heare Steve Booth‐Butterfield 《Communication quarterly》2013,61(3):241-250
Anxiety influences and interferes with the production of messages, yet findings linking trait anxiety with communication gestures and movement have been inconsistent and weak. This may be because most studies observe the communicative movements which complement the message rather than movements which constitute the primary message. This study examined the influence of predisposi‐tional anxiety on gestures when they are the central channel of communication— the signing behavior of deaf students. Anxiety was significantly related to signing in that more predispositionally anxious students' signs were less dear, slower, smaller, less intense, were more incomplete, and generally less effective compared to less anxious students. However compared to the general population, deaf students were not found to be more fearful of communication overall. 相似文献