全文获取类型
收费全文 | 125篇 |
免费 | 2篇 |
专业分类
教育 | 102篇 |
科学研究 | 3篇 |
各国文化 | 2篇 |
体育 | 4篇 |
信息传播 | 16篇 |
出版年
2024年 | 1篇 |
2022年 | 2篇 |
2020年 | 2篇 |
2019年 | 4篇 |
2018年 | 3篇 |
2017年 | 5篇 |
2016年 | 9篇 |
2015年 | 2篇 |
2014年 | 5篇 |
2013年 | 24篇 |
2012年 | 6篇 |
2011年 | 2篇 |
2010年 | 7篇 |
2009年 | 1篇 |
2008年 | 3篇 |
2007年 | 5篇 |
2005年 | 1篇 |
2004年 | 5篇 |
2003年 | 2篇 |
2002年 | 1篇 |
2001年 | 3篇 |
2000年 | 1篇 |
1999年 | 2篇 |
1997年 | 2篇 |
1996年 | 2篇 |
1995年 | 2篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 3篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1986年 | 1篇 |
1985年 | 4篇 |
1984年 | 1篇 |
1983年 | 3篇 |
1982年 | 3篇 |
1981年 | 1篇 |
1979年 | 2篇 |
1978年 | 1篇 |
1975年 | 1篇 |
1968年 | 1篇 |
排序方式: 共有127条查询结果,搜索用时 15 毫秒
121.
In the People’s Republic of China and England, the Government has devoted much attention in recent years to environmental
education. the approaches taken in both countries differ, however. The paper looks at some of the similarities and differences
that exist and the reasons for them. In particular the paper looks at policy issues as well as practical aspects of environmental
education. The idea of Education for Sustainable Development, which is referred to more in England than in China, is critically
examined.
Project(D09702) supported by the State Education Ministry for the “Ninth Five-Year” Plan. 相似文献
122.
Frank R. Dillon Roger L. Worthington Holly Bielstein Savoy S. Craig Rooney Ann Becker‐Schutte Rachael M. Guerra 《Counselor Education & Supervision》2004,43(3):162-178
The authors present a qualitative analysis of a process by which a research team of counselors‐in‐training confronted their heterosexist biases while investigating heterosexual attitudes toward sexual minorities. Members of the research team discovered that it was essential to reflect on and evaluate their attitudes, assumptions, and biases before they could conduct scientific research about affirmative attitudes toward lesbian, gay male, and bisexual male and female individuals. Self‐reflective narratives written by each research team member were analyzed using consensual qualitative research methodology. Results yielded 10 general categories or themes. Implications for counseling theory, training, and future research are discussed. 相似文献
123.
124.
Melissa Schellekens Joseph Ciarrochi Anthony Dillon Baljinder Sahdra Robert Brockman Janet Mooney Philip Parker 《British Educational Research Journal》2022,48(4):730-750
Internationally, there is a gap in high-school completion rates for Indigenous and non-Indigenous students. In Australia, gap estimates are commonly based on lag indicators, precluding examination of underlying mechanisms. Using two longitudinal representative samples of Australian youth, we explored differences in high-school completion between Australian Indigenous and non-Indigenous rates, and whether the gap varies for students of similar academic ability. Using an intersectional approach, we show the Indigenous gap is significant, is mostly a function of differences in academic achievement, but varies by socioeconomic status (SES) and location. Specifically, high SES and living in urban settings are protective factors for non-Indigenous students, but not for Indigenous students. Conversely, rural and poor non-Indigenous students appeared to have dropout rates as large or even larger than similarly poor and rural Indigenous youth. Overall, the results suggest the need for a more nuanced perspective on ‘Indigenous gaps’ in educational attainment. 相似文献
125.
126.
Teemu Valtonen Sini Kontkanen Patrick Dillon Jari Kukkonen Pertti Väisänen 《Education and Information Technologies》2014,19(4):763-779
This study focuses on upper secondary and vocational level teachers as users of social software i.e. what software they use during their leisure and work and for what purposes they use software in teaching. The study is theorised within a technological pedagogical content knowledge framework, the emphasis is especially on technological knowledge and technological pedagogical knowledge. Four hundred thirty seven teachers were surveyed using an online questionnaire with Likert scaled statements and open-ended questions. Results suggest that the number of different types of social software actively used for teaching is small and that the potential of social software as a tool for supporting collaborative learning has not yet been realised. Discussion of the results is framed in the context of teachers’ developing technological pedagogical content knowledge. 相似文献
127.
Claudia Mitchell David Dillon Teresa Strong‐Wilson Kathleen Pithouse Faisal Islam Kevin O’Connor 《Changing English: An International Journal of English Teaching》2010,17(1):45-55
In this article, we focus on the use of the visual for reflection in ‘alternative’ pre‐service teacher education and, in particular, we address the question: How and what can we learn about teacher education using the visual? By way of illustration, we focus on the use of pre‐service teachers’ photographs in a public exhibition, participatory video documentary production and pre‐service teachers’ use of photographs in their professional teaching portfolios. The article draws from research done in relation to three alternative pre‐service teacher education projects based at McGill University in Canada and the University of KwaZulu‐Natal in South Africa. 相似文献