全文获取类型
收费全文 | 225篇 |
免费 | 4篇 |
专业分类
教育 | 187篇 |
科学研究 | 7篇 |
各国文化 | 2篇 |
体育 | 15篇 |
信息传播 | 18篇 |
出版年
2023年 | 3篇 |
2021年 | 7篇 |
2020年 | 4篇 |
2019年 | 7篇 |
2018年 | 7篇 |
2017年 | 15篇 |
2016年 | 6篇 |
2015年 | 4篇 |
2014年 | 6篇 |
2013年 | 51篇 |
2012年 | 3篇 |
2011年 | 5篇 |
2009年 | 3篇 |
2008年 | 5篇 |
2007年 | 7篇 |
2006年 | 7篇 |
2005年 | 4篇 |
2004年 | 3篇 |
2003年 | 5篇 |
2002年 | 7篇 |
2001年 | 4篇 |
2000年 | 2篇 |
1999年 | 2篇 |
1998年 | 1篇 |
1997年 | 2篇 |
1996年 | 5篇 |
1995年 | 3篇 |
1994年 | 1篇 |
1993年 | 5篇 |
1992年 | 7篇 |
1991年 | 5篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1987年 | 3篇 |
1986年 | 1篇 |
1984年 | 2篇 |
1983年 | 5篇 |
1982年 | 2篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1970年 | 1篇 |
1968年 | 2篇 |
1967年 | 1篇 |
1965年 | 1篇 |
1924年 | 1篇 |
排序方式: 共有229条查询结果,搜索用时 15 毫秒
41.
42.
Following E.D.G. v. Hammer, Canadian law has held that school boards, although they have a fiduciary duty to their students, do not guarantee the safety of their students from the acts of their employees. The scope of that fiduciary duty is narrow, restricted to a board acting with disloyalty, in bad faith, or in a conflict of interest to its students, which causes them injury. This paper takes the position that the scope of that duty should include cases where a school board’s policy allows students to use their own cars to drive fellow students to school-sponsored functions. 相似文献
43.
Sharon?B.?BuchbinderEmail author Patricia?M.?Alt Karen?Eskow William?Forbes Eva?Hester Miriam?Struck Dianne?Taylor 《Innovative Higher Education》2005,29(4):257-274
With increasing specialization, most academic disciplines have become highly compartmentalized. Numerous organizations in higher education strongly encourage interdisciplinary collaboration at the faculty and student level. The purposes of this article are (a) to provide a conceptual framework for explaining how and why an interdisciplinary case study method is a catalyst for the development of students and faculty; (b) to document the conception, planning, organizing, and results of an interdisciplinary case study workshop; and (c) to provide recommendations to encouragechange others who might want to apply this model to their own interdisciplinary efforts.All authors are at Towson University Sharon B. Buchbinder, R.N., PhD, is associate professor of health science. She received her PhD from the University of Illinois at Chicago. Special interests are physician job satisfaction and turnover, patient compliance, learning styles and teamwork among undergraduates. Patricia M. Alt, PhD, University of North Carolina at Chapel Hill is professor of health science. Special interests are state level policies on aging and human subjects protection, the impact of baby boomer aging on public services, responsible conduct of research training and typologies of institutional review boards. Karen Eskow, PhD, University of Maryland is associate professor of occupational therapy and occupational sciences and director of the Family Studies Program. Special interests are family professional relationships, family quality of life, and families with adolescents. William Forbes, PhD, University of Maryland is associate professor of Kinesiology and director of the Wellness Center. Special interests are developing quality programming to assist older adults in improving their fitness and wellness, racquetball, squash, downhill skiing, and billiards. Eva Hester, PhD, University of Maryland is associate professor of communication science and disorders and special assistant to the dean, College of Health Professions. Special interests are speech language-disorders in children and adults. Miriam Struck, O.T., doctoral student, University of Maryland is currently occupational therapist, Physical Disabilities Program, with the Montgomery County Public Schools. Special interests are disability, transitioning from school to work, and instructional methods. Dianne Taylor, R.N., Ed.D., University of Maryland is associate professor, nursing. Special interests are psychiatric nursing and critical incident stress management. 相似文献
44.
Kelly Allen Margaret L. Kern Dianne Vella-Brodrick John Hattie Lea Waters 《Educational Psychology Review》2018,30(1):1-34
Belonging is an essential aspect of psychological functioning. Schools offer unique opportunities to improve belonging for school-aged children. Research on school belonging, however, has been fragmented and diluted by inconsistency in the use of terminology. To resolve some of these inconsistencies, the current study uses meta-analysis of individual and social level factors that influence school belonging. These findings aim to provide guidance on the factors schools should emphasise to best support students. First, a systematic review identified 10 themes that influence school belonging at the student level during adolescence in educational settings (academic motivation, emotional stability, personal characteristics, parent support, peer support, teacher support, gender, race and ethnicity, extracurricular activities and environmental/school safety). Second, the average association between each of these themes and school belonging was meta-analytically examined across 51 studies (N?=?67,378). Teacher support and positive personal characteristics were the strongest predictors of school belonging. Results varied by geographic location, with effects generally stronger in rural than in urban locations. The findings may be useful in improving perceptions of school belonging for secondary students through the design of policy, pedagogy and teacher training, by encouraging school leaders and educators to build qualities within the students and change school systems and processes. 相似文献
45.
Charles W. Snow Jane King Teleki David M. Cline Kathleen Dunn 《Early Childhood Education Journal》1992,19(3):28-31
A major concern about the effects of day care has been the safety of the children who participate. Although studies are limited, a body of research literature is beginning to emerge that provides some important information about the magnitude of accidental injuries in day care centers.Charles W. Snow is Professor and Jane King Teleki is Associate Professor, Department of Child Development and Family Relations; David M. Cline is Assistant Professor, Department of Emergency Medicine; and Kathleen Dunn is Clinical Instructor, Department of Preventive Medicine and Public Health Policy, East Carolina University, Greenville, NC. 相似文献
46.
Catherine E. Snow 《Mind, Brain, and Education》2008,2(2):59-61
ABSTRACT— Methodological ingenuity and deep knowledge of expected development are combined by Immordino-Yang to produce an enlightening analysis of 2 hemispherectomized youths. Specific lessons to be drawn from her article include the following: the limitations of anatomy in predicting function; the need for educators to understand fully the multifunctionality, plasticity, and experience-driven development of cortical structures; the importance of a wide-ranging and multilayered approach to assessment when it is being used for diagnostic purposes; and, finally, the difficulty (and importance) of distinguishing task accomplishment from procedures undertaken while performing the task. Carefully documented stories like those told by Immordino-Yang in this important article serve as a salutary reminder to educators that there are multiple pathways to the achievement of many developmental goals and that the educator's role is to support the student's optimal trajectory rather than imposing a normative trajectory. 相似文献
47.
THE INTERNATIONAL NEWS SERVICES by Jonathan Fenby (New York: Schocken Books, 1986—$19.95) MARKETPLACE FOR TELECOMMUNICATIONS: REGULATION AND DEREGULATION IN INDUSTRIALIZED DEMOCRACIES edited by Marcellus S. Snow (New York: Longman, 1986—$34.95) 相似文献
48.
49.
Dianne Gereluk 《International Studies in Sociology of Education》2013,23(2):215-224
Making Social Science Matter: why social inquiry fails and how it can succeed again BENT FLYVBJERG, 2001 (trans. Steven Sampson) Cambridge: Cambridge University Press. 204 pp., ISBN 0 521 77568 X, £13.95 相似文献
50.