全文获取类型
收费全文 | 520篇 |
免费 | 11篇 |
专业分类
教育 | 419篇 |
科学研究 | 12篇 |
各国文化 | 6篇 |
体育 | 35篇 |
文化理论 | 4篇 |
信息传播 | 55篇 |
出版年
2023年 | 4篇 |
2022年 | 6篇 |
2021年 | 7篇 |
2020年 | 13篇 |
2019年 | 23篇 |
2018年 | 29篇 |
2017年 | 31篇 |
2016年 | 19篇 |
2015年 | 12篇 |
2014年 | 19篇 |
2013年 | 111篇 |
2012年 | 14篇 |
2011年 | 15篇 |
2010年 | 10篇 |
2009年 | 9篇 |
2008年 | 18篇 |
2007年 | 21篇 |
2006年 | 8篇 |
2005年 | 10篇 |
2004年 | 8篇 |
2003年 | 7篇 |
2002年 | 7篇 |
2001年 | 9篇 |
2000年 | 9篇 |
1999年 | 5篇 |
1997年 | 9篇 |
1996年 | 10篇 |
1995年 | 5篇 |
1994年 | 7篇 |
1993年 | 5篇 |
1992年 | 6篇 |
1991年 | 6篇 |
1990年 | 3篇 |
1989年 | 5篇 |
1988年 | 4篇 |
1987年 | 4篇 |
1985年 | 8篇 |
1984年 | 2篇 |
1983年 | 3篇 |
1982年 | 2篇 |
1981年 | 4篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1978年 | 3篇 |
1977年 | 3篇 |
1976年 | 2篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1973年 | 2篇 |
1971年 | 2篇 |
排序方式: 共有531条查询结果,搜索用时 15 毫秒
441.
Cheryl Wright Marissa L. Diener Jacqueline Lindsay Kemp 《Early Childhood Education Journal》2013,41(3):197-210
Healthy social-emotional development is promoted by building a safe, secure and respectful environment in an early childhood setting with positive and consistent relationships among adults, children, and their peers. This study explored storytelling dramas as an opportunity to build community within the context of one early childhood classroom. The study was a qualitative, interpretive analysis of 20 videotaped storytelling drama sessions containing approximately 100 stories told by children in one preschool classroom over a 6-month period. Videotapes of the 20 storytelling sessions were analyzed for patterns and themes that may represent community building within the context of one preschool classroom. Qualitative methods were used to identify themes that emerged from the videotaped data. Triangulation across investigators, time, and methods enhanced trustworthiness of interpretations. Results showed that the storytelling drama activity provided opportunities to promote community building through four emerging themes: (1) individual roles, (2) group membership, (3) inclusion, and (4) relationship building. Storytelling dramas provide teachers with an easy to implement teaching strategy that builds community and aligns with current early childhood education quality standards and child development theory. 相似文献
442.
443.
Lindsay Steel 《Emotional and Behavioural Difficulties》2013,18(2):91-101
Abstract The article is based on a paper delivered to the AWCEBD KEYWORDS Conference at Cirencester in 1999, where the focus was upon staff emotional support. The article proposes that some of the causes of teacher and intelligence; worker stress are organizational factors and perceptual bias, and that staff support; stress is an inevitable consequence of working in an environment supervision where human relationships are critical for the successful management of young people with social, emotional and behavioural difficulties.The author suggests that one way of alleviating this stress is through the introduction of supervision to the educational field. Supervision in other helping professions has been successful in providing support, changing perceptions, managing emotions and coping with stressful situations, and in so doing has improved relationships with others and work performance. 相似文献
444.
445.
Maria Pampaka Julian Williams Graeme Hutcheson Geoff Wake Laura Black Pauline Davis Paul Hernandez‐Martinez 《British Educational Research Journal》2012,38(3):473-496
We address the current concerns about teaching‐to‐the‐test and its association with declining dispositions towards further study of mathematics and the consequences for choice of STEM subjects at university. In particular, through a mixed study including a large survey sample of over 1000 students and their teachers, and focussed qualitative case studies, we explored the impact of ‘transmissionist’ pedagogic practices on learning outcomes. We report on the construction and validation of a scale to measure teachers’ self‐reported pedagogy. We then use this measure in combination with the students’ survey data and through regression modelling we illustrate significant associations between the pedagogic measure and students’ mathematics dispositions. Finally, we discuss the potential implications of these results for mathematics education and the STEM agenda. 相似文献
446.
447.
448.
449.
We investigate the relationship between the widening participation performance indicators adopted in UK higher education (HE) and the government's objective of increasing overall HE participation rates. We critically assess the development of performance monitoring in HE and identify weaknesses in the current performance indicators from the perspective of the main stakeholders. We suggest the development of internal indicators and benchmarks by HE institutions together with extensions to the current national performance indicators that could improve their usefulness. 相似文献
450.