全文获取类型
收费全文 | 114篇 |
免费 | 1篇 |
专业分类
教育 | 96篇 |
科学研究 | 5篇 |
各国文化 | 2篇 |
信息传播 | 12篇 |
出版年
2023年 | 1篇 |
2022年 | 1篇 |
2021年 | 2篇 |
2020年 | 2篇 |
2019年 | 4篇 |
2018年 | 11篇 |
2017年 | 6篇 |
2016年 | 1篇 |
2015年 | 3篇 |
2014年 | 1篇 |
2013年 | 20篇 |
2012年 | 3篇 |
2011年 | 3篇 |
2010年 | 5篇 |
2009年 | 1篇 |
2008年 | 3篇 |
2007年 | 1篇 |
2006年 | 2篇 |
2005年 | 2篇 |
2004年 | 4篇 |
2003年 | 2篇 |
2002年 | 1篇 |
2001年 | 1篇 |
2000年 | 5篇 |
1999年 | 1篇 |
1997年 | 1篇 |
1996年 | 1篇 |
1993年 | 1篇 |
1991年 | 1篇 |
1990年 | 2篇 |
1989年 | 3篇 |
1988年 | 2篇 |
1985年 | 3篇 |
1980年 | 3篇 |
1979年 | 3篇 |
1978年 | 1篇 |
1975年 | 2篇 |
1971年 | 1篇 |
1968年 | 1篇 |
1947年 | 1篇 |
1920年 | 1篇 |
1912年 | 2篇 |
排序方式: 共有115条查询结果,搜索用时 15 毫秒
21.
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
22.
Richard L. Waters Editor 《Public Library Quarterly》2013,32(3):1-2
No abstract available for this article. 相似文献
23.
>For a variety of reasons, psychological services are largely unavailable for older people who want help in coping with their interpersonal problems. Group counseling, when it is used, proves to be an effective and efficient method for meeting their needs. It also addresses the reality of the limited numbers of gerontologically trained professionals currently available in the field. A readily attainable, and largely untapped, resource for working with this population is older people themselves. The Continuum Center of Oakland University selects, trains, and supervises older men and women, who serve as paraprofessional group leaders in a self‐exploration program offered in a variety of community centers in the Detroit metropolitan area. The service and training programs, and some of the outcomes for clients and group leaders, are briefly described. 相似文献
24.
Reading and Writing - We examined the longitudinal contribution of awareness of inflections and derivations to reading comprehension in Arabic, a morphologically rich language, among 734 second... 相似文献
25.
26.
Stephen Waters‐Adams 《International Journal of Science Education》2013,35(8):919-944
This paper reports the relationship between four English primary teachers’ understanding of the nature of science and their practice. Action research was included as a major part of the research design in order to explore the dialectical interplay between various factors at work in the teachers’ practice. The influences of both tacit and espoused understandings of the nature of science were considered alongside the teachers’ beliefs about education, teaching, and learning. These beliefs were found to be the determining factor in the teachers’ decisions about classroom strategies. In arguing for a dialectical perspective on teachers’ practice, the research suggests that teachers’ espoused understanding of the nature of science may also be at least partially formed by the influence of these beliefs, raising the possibility that influence may run from teaching to theoretical understanding and not the other way round. 相似文献
27.
28.
29.
Rachel Brooks Johanna Waters Helena Pimlott‐Wilson 《British Educational Research Journal》2012,38(2):281-298
A common theme within the literature on higher education is the congested nature of the graduate labour market. Researchers have highlighted the lengths to which many students now go, in response to this congestion, to ‘distinguish themselves’ from other graduates: paying increased attention to university status; engaging in a range of extra‐curricular activities; and pursuing postgraduate qualifications. Studies that have focused on the strategies of Asian students, specifically, have pointed to the important place of studying abroad as a further strategy in this pursuit of distinction. Given that there is now some evidence that the number of UK students enrolling on a degree programme overseas is increasing, this article explores the extent to which an overseas education can be seen as part of a broader strategy on the part of British students to seek distinction within the labour market and whether such an education does indeed offer tangible employment benefits. 相似文献
30.