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81.
82.
Developing the motivation for improving university teaching 总被引:2,自引:0,他引:2
Stimulating faculty to take an active interest in improving their teaching remains a challenge to faculty developers in higher education. This survey of university faculty assessed attitudes toward teaching and teaching improvement. While faculty expressed high interest and desire for improving their teaching, the results suggest the presence of faculty subgroups with different degrees of motivation for faculty development. Implications are drawn for the creation of successful faculty development approaches which can capitalize on existing faculty interest, as well as develop faculty motivation for greater participation.She is currently directing a study of the teaching skills of medical residents. Her research includes the study of cultural variables in teacher education and counseling. Associate professor of Medicine at Stanford University and the Assistant Chief of Medicine at Palo Alto VA Medical Center. He is the Director of the national Faculty Development Program for physicians at Stanford. 相似文献
83.
Fifty-five college women enrolled in competency-based, humanistic or self-directed education programs completed their California Personality Inventory and listed five reasons for selecting their program. CPI results indicated that self-directed students scored lower than other students on the Femininity Scale (p.001). Using Chickering's seven vectors of change as a framework, the study found competency-based students identifying purpose and competence, humanistic students identifying inter-personal relationships and integrity, and self-directed student identifying autonomy and purpose as reasons for enrolling in their nontraditional programs. The study used these results to question the mythology that adherents to different programs are of different personality types and to argue that differences in perceptions of purpose in education distinguish students in the three programs. 相似文献
84.
M. S. Jackson B.A. B.Ed. 《International Journal of Disability, Development & Education》1969,16(1):37-43
A small sample of Australian mothers who had given birth to mentally retarded children were studied with respect to their attitudes upon discovery that the child was retarded. A variety of reactions ranging from self pity to overwhelming pity for the child were noted and the implications for professional parental counselling considered. 相似文献
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Kathleen Vinson Ed.D. 《Innovative Higher Education》1982,7(1):52-56
A research study of Sinclair's College Without Walls program for adult students was recently conducted through the University of Cincinnati using the Educational Testing Service's Community College Goals Inventory. A control group of approximately 100 students enrolled in a traditional program (randomly selected) was compared with an experimental group of approximately 100 College Without Walls students. Statistically, College Without Walls students expressed significantly greater satisfaction with the accomplishment of numerous institutional goals than did their traditional student counterparts. There were no other statistically significant differences in this comparison of two groups on a myriad of other factors from career preparation to institutional environment. 相似文献
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Ed Elbers 《International Journal of Disability, Development & Education》2004,51(2):201-215
Developmental research and educational practice involve conversations between children and adults. The conversational aspects of these situations have rarely been occasions for reflection. Discrepancies between the child's expectations and the adult's intentions can lead to misunderstanding, for example, at school or during a research interview. Communication can only succeed when the interlocutors agree about the ground rules relevant to the situation. When researchers and educators communicate with children, it is advisable that they understand the children's perspective on the interaction. In this article I argue that analysing adult‐child and child‐child interactions are particularly informative for shedding light on children's perspectives. Methodological aspects of interaction research are discussed. An overview of my research shows that, by clarifying the rules and conventions of the interaction, adults may help children to perform successfully. My interaction studies of pretend play and of students' discussions at school demonstrate that children reflect on the rules of interaction and make efforts to construct the communication tools they need for participating as competent partners in interactions with others. 相似文献
90.
Summary The provision of dental services, including dental treatment and oral hygiene maintenance, to special-needs children presents
unique challenges to health care professionals as well as to the parents and guardians of these special patients. A knowledge
of dental care and of the implications of the various disorders common to these patients is vital to the long-term dental
health of children with special needs. Limitations in treatment choices must be carefully explained to parents or guardians
if inappropriate expectations are to be avoided.
Many of the techniques of delivering quality dental services are difficult, time-consuming, and complicated. Yet it should
be noted that the restoration of a diseased mouth takes more time and is more costly both monetarily and psychologically than
efforts to provide adequate maintenance and prevention. When caregivers take the time to offer assistance to the young child
with special needs, the best form of health care is being provided: prevention. 相似文献