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131.
Grace W. Wambu Scott A. Wickman 《International journal for the advancement of counseling》2016,38(1):12-27
School counselor training in Kenya is a relatively new phenomenon. This study examined Kenyan school counselors’ perceptions of the adequacy of their preparedness to perform their roles within the school setting. The survey was administered to 105 school counselors in four counties. The findings revealed that Kenyan school counselors perceived themselves as being adequately prepared; however, participants revealed deficiencies in their preparation and ability to deal with a wide range of student issues. Implications of these findings to the training of school counselors and counselor training programs are discussed. 相似文献
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133.
Reading and Writing - The linguistic interdependence hypothesis (Cummins, 1979, 2000) states that children’s second-language (L2) proficiency is, to some extent, a function of their... 相似文献
134.
The integration of an anatomy massive open online course (MOOC) into a medical anatomy curriculum 下载免费PDF全文
Bronwen J. Swinnerton Neil P. Morris Stephanie Hotchkiss James D. Pickering 《Anatomical sciences education》2017,10(1):53-67
Massive open online courses (MOOCs) are designed as stand‐alone courses which can be accessed by any learner around the globe with only an internet‐enabled electronic device required. Although much research has focused on the enrolment and demographics of MOOCs, their impact on undergraduate campus‐based students is still unclear. This article explores the impact of integrating an anatomy MOOC in to the anatomy curriculum of a year 1 medical degree program at the University of Leeds, United Kingdom. The course did not replace any teaching that was already being delivered, and was used to supplement this teaching to support the students' consolidation and revision. Analysis of student feedback indicates a high level of usage, with evidence to suggest that female learners may have approached the course in a more personalized manner. Although the video based resources and quizzes were greatly appreciated as learning tools, significant evidence suggests the students did not engage, or were inclined to engage, with the discussion fora. Furthermore, a significant majority of students did not want the MOOC to replace the existing teaching they received. Given the feedback provided, this research suggests that although the student population believe there to be value in having access to MOOC material, their role as replacements to campus‐based teaching is not supported. Details regarding the enrolment and engagement of the general public with the MOOC during the two runs are also documented, with the suggestion that graduates employed in the healthcare sector were the primary users of the course. Anat Sci Educ 10: 53–67. © 2016 American Association of Anatomists. 相似文献
135.
Lawrence Joshua Fahey Hagen Aste Mjelve Hwang Jin Kyoung Lin Grace Lervåg Arne 《Reading and writing》2019,32(2):285-306
Reading and Writing - This study examined the relationship between knowledge of academic vocabulary and reading comprehension in data contributed by 5855 middle school students. Each student... 相似文献
136.
Elisia L. Cohen Allison M. Scott Rachael Record Sara Shaunfield M. Grace Jones Tom Collins 《Journal of Applied Communication Research》2016,44(1):22-39
Changes to the United States Preventive Services Task Force (USPSTF) recommendations for cervical cancer preventive services have led to patient confusion, especially in medically underserved populations. We investigated how patient uncertainty concerning cervical cancer screening guidelines is appraised and managed through communication with healthcare providers by conducting in-depth, face-to-face interviews with 24 adult women between the ages of 24 and 65 (m?=?41, SD?=?14) living in Appalachia Kentucky. In general, participants expressed a high degree of uncertainty about the updated cervical cancer screening guidelines and appraised this uncertainty as both a danger and an opportunity. Communication with healthcare providers served both to exacerbate and to mitigate patient uncertainty. The study identifies how healthcare providers may use the change in USPSTF guidelines as a “teachable moment” to productively counsel patients on the importance of timely screening, the typical progression of certain types of high-risk HPV (human papillomavirus) infection to cervical cancer, and the importance of follow-up care. 相似文献
137.
Grace Oakley 《Technology, Pedagogy and Education》2020,29(2):163-175
ABSTRACTThis article reports on an investigation of pre-service teachers’ views on creating digital storybooks for use in early childhood classrooms, and how this activity helped them develop technological, pedagogical and content knowledge for teaching literacy. Cohorts of Master of Teaching PSTs (n = 67) participated in the study over five years. This article also presents a rationale for the creation of digital storybooks as a resource for teaching early literacy. Data for this mixed-methods study came from an online survey, focus group discussions, and PSTs’ reflective comments and analysis of their digital storybooks and rationales. This article focuses primarily on the survey data. The majority of PSTs reported that the process of creating digital storybooks and using them during professional practice was useful in helping them develop their technological, pedagogical and content knowledge for teaching literacy in the early years, as well as their knowledge about students. 相似文献
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139.
This study examined whether male students dominated classroom interactions in home economics lessons and whether other classroom processes sustained gender divisions in this subject in two Form I and two Form II classes in two schools. The sample included two female home economics teachers and all the students in the four classes (34 boys and 31 girls). Data were collected during five 60‐minute observation sessions in each class (inter‐observer reliability reached 94%) and structured interviews with both teachers and 24 students (three boys and three girls from each class). Statistically significant (p < 0.001) differences were found in the number of times students were helped by the teachers (boys received 76% of teachers’ help) and in the number of reprimands they received (boys received 87%). Boys and girls received a comparable amount of praise but boys received a greater amount of interaction in all other categories (direction of teacher questions, choice of students to answer questions, call‐outs and calling students by name) although these differences were not statistically significant. There were major individual differences between students of the same sex in all the categories. More boys (19) than girls (seven) were high participants in different classroom processes. Most of the students in mixed‐gender kitchenettes co‐operated in cleaning up. Teachers expected the same standard of work from all the students but they allotted more special jobs to girls. 相似文献
140.
This article studies the dilemma between professionalization and professionalism in the development of teaching into a bureaucratic
organization in Hong Kong. Professionalization and bureucractization are simultaneous processes. Teaching as an occupation
has grown from a state of idiosyncrasy to a profession with defined boundaries. However, achieving system efficiency and technical
rationality, both features of bureaucracy, could undermine or suppress teachers’ individual autonomy. Thus, bureaucratization
supports professionalization by raising the status of teaching, but undermines professionalism by constraining teachers’ autonomy.
The article examines the changing pattern of stratification and how it shaped the relationship between the professionalization,
bureaucratization and professionalism of teaching in Hong Kong. It argues that teaching cannot be a true profession without
realizing professionalism, and that teacher education has a central role in the drive towards it. Key Words: Hong Kong teachers,
teacher education, professionalization, professionalism, stratification 相似文献