全文获取类型
收费全文 | 501篇 |
免费 | 14篇 |
专业分类
教育 | 423篇 |
科学研究 | 18篇 |
各国文化 | 7篇 |
体育 | 26篇 |
文化理论 | 5篇 |
信息传播 | 36篇 |
出版年
2023年 | 3篇 |
2022年 | 5篇 |
2021年 | 5篇 |
2020年 | 8篇 |
2019年 | 11篇 |
2018年 | 19篇 |
2017年 | 16篇 |
2016年 | 11篇 |
2015年 | 10篇 |
2014年 | 12篇 |
2013年 | 113篇 |
2012年 | 15篇 |
2011年 | 14篇 |
2010年 | 10篇 |
2009年 | 12篇 |
2008年 | 10篇 |
2007年 | 12篇 |
2006年 | 14篇 |
2005年 | 22篇 |
2004年 | 10篇 |
2003年 | 2篇 |
2002年 | 27篇 |
2001年 | 16篇 |
2000年 | 15篇 |
1999年 | 13篇 |
1998年 | 5篇 |
1997年 | 7篇 |
1996年 | 5篇 |
1995年 | 6篇 |
1994年 | 9篇 |
1993年 | 6篇 |
1992年 | 2篇 |
1991年 | 8篇 |
1990年 | 8篇 |
1989年 | 8篇 |
1988年 | 3篇 |
1987年 | 5篇 |
1986年 | 3篇 |
1985年 | 3篇 |
1983年 | 2篇 |
1981年 | 4篇 |
1980年 | 3篇 |
1979年 | 3篇 |
1978年 | 2篇 |
1976年 | 2篇 |
1973年 | 4篇 |
1940年 | 1篇 |
1862年 | 1篇 |
1857年 | 1篇 |
1840年 | 1篇 |
排序方式: 共有515条查询结果,搜索用时 15 毫秒
121.
This paper reviews the pattern and organisation of governors' meetings and their effectiveness for managing the new environment established by the 1988 Education Reform Act. It suggests that the move towards a sub‐committee structure may be counter‐productive in educational terms. A different approach is put forward which may be more appropriate for primary and most secondary governing bodies. The paper goes on to suggest a training strategy which facilitates the team approach that it is necessary for the partners in the process, i.e. governors, head and officers/advisers, to adopt. This draws heavily on the training approach adopted in Leicestershire. 相似文献
122.
123.
Susanne Gannon Cristyn Davies 《Changing English: An International Journal of English Teaching》2007,14(1):87-98
Research in the UK, USA and Australia confirms that secondary English practising and pre‐service teachers are typically characterised as great readers. Indeed the subject position of English teacher entails a ‘love’ of reading (Peel, R., Patterson, A. & Gerlach (Eds), 2000). However there is no corollary with writing. Few English teachers are simultaneously ‘writers’ in any sustained, pleasurable or publicly successful ways. This paper examines data gathered from pre‐service secondary English teachers and from experienced teachers who are also writers about their own writing practices and experiences and looks at the relationship between these issues of affect and pedagogy. Embodied and positive affects—characterised as ‘love’, ‘passion’ and ‘immersion’ in writing—are prominent features of the stories told by accomplished writers. Love of ‘the word’, including a love of reading, and a productive tension between form and freedom, are further threads in the discursive textures of their stories of coming to writing. 相似文献
124.
This multi-method study sought to identify parameters of developmental change and stability of child reaction patterns to interparental conflict in the context of family relations in a sample of 223 6-year-old children and their parents followed over the course of one year. Consistent with the sensitization hypothesis, interparental withdrawal and hostility each consistently and uniquely predicted child distress reactions to conflict even after analytically controlling for parental warmth. Associations were found across multiple domains of child responding (i.e., overt negative affect, subjective negative affect, internal representations) and both concurrent and prospective, autoregressive analyses. Results of the autoregressive path analyses indicated moderate stability in each of the domains of conflict reactivity over the 1-year longitudinal period. 相似文献
125.
126.
127.
Jenifer Davies 《Curriculum Journal》2013,24(2):71-86
In contrast to theoretical and empirical insights from research into formative assessment in compulsory schooling, understanding the relationship between formative assessment, motivation and learning in vocational education has been a topic neglected by researchers. The Improving Formative Assessment project (IFA) addresses this gap, using a sociocultural approach to explore the relationship between formative assessment practices and ‘learning cultures’ in vocational education. This article explores the influence of learning cultures in vocational education on the practice of formative assessment and evaluates critically two closely related questions. Why do some learning cultures foster formative assessment that leads to instrumental learning while others develop deeper forms of learning? When is formative assessment a springboard for sustainable learning, and when does it remain an instrumental straitjacket? 相似文献
128.
129.
130.
Ivor K. Davies 《Performance Improvement Quarterly》1997,10(1):265-274
Faced with sophisticated global competition, companies are busily reinventing“themselves. This offers an opportunity for performance technologists to re-think the value added component of their contribution to enhancing human performance. In this evaluation, the four values of speed, simplicity, stretch, and self-confidence assume a central role. Design, as in the past, is key, but design must be founded on the assumption that all human performance involves a process or combination of processes. Furthermore, processes are subject to variability of one kind or another, variability that is either predictable or random. It is argued that a process orientation, rather than a focus on inputs and outputs, offers performance technologists a more direct way of contributing to the realization of key business goals and more effectively focuses training and development on performance issues. Process re-design is a key strategy in the realization of these two goals. 相似文献