全文获取类型
收费全文 | 71篇 |
免费 | 1篇 |
国内免费 | 1篇 |
专业分类
教育 | 56篇 |
科学研究 | 2篇 |
信息传播 | 15篇 |
出版年
2020年 | 1篇 |
2016年 | 1篇 |
2013年 | 3篇 |
2011年 | 1篇 |
2010年 | 1篇 |
2008年 | 2篇 |
2007年 | 5篇 |
2006年 | 3篇 |
2005年 | 2篇 |
2004年 | 1篇 |
2003年 | 3篇 |
1999年 | 2篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1994年 | 2篇 |
1992年 | 2篇 |
1991年 | 3篇 |
1989年 | 2篇 |
1988年 | 4篇 |
1985年 | 1篇 |
1984年 | 3篇 |
1983年 | 3篇 |
1982年 | 4篇 |
1981年 | 1篇 |
1980年 | 5篇 |
1979年 | 1篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1974年 | 1篇 |
1973年 | 2篇 |
1972年 | 1篇 |
1970年 | 4篇 |
1969年 | 1篇 |
1962年 | 1篇 |
1961年 | 1篇 |
排序方式: 共有73条查询结果,搜索用时 15 毫秒
11.
12.
The article attempts to assess the major sources behind the exceptional Irish growth performance in the 1990s. Unlike other Tigers, Ireland's growth is due to efficiency gains, rather than capital deepening, but the causes for the swift growth in total factor productivity cannot be pinned down to a single factor. Human capital, foreign direct investment, social partnership agreements, sound budget and economic policies since the late 1980s, EU membership, all seemed to have interacted to produce this high‐growth economy. This article focuses on the two mostly quoted catalysts, i.e. FDI and human capital. It provides evidence that — although crucial as enablers for the Irish economic performance — neither the rapid expansion of the compulsory education system in the 1970s and 1980s nor the sheer volume of FDI inflows can by themselves explain why Ireland has grown so much faster than other world economies. Instead, it argues that higher education, especially the vocational/technical stream of educational provision, and the sector composition of FDI in favour of high‐tech industries, were self‐reinforcing factors and have been decisive for the Republic's extraordinary boom.
相似文献
13.
This report presents a systematic model for training student counselors to make advanced influencing skills such as confrontation. The authors have developed a videotape training package that integrates cognitive structures and counselor performance through rehearsal and immediate feedback so that counselors-in-training can move comfortably into a more active helping relationship with clients. 相似文献
14.
PATRICK WERQUIN 《European Journal of Education》2007,42(4):459-484
This article aims at providing a check list of possible mechanisms to trigger more and better lifelong learning from within the national qualifications system. It analyses the existing policy responses to the lifelong learning agenda in the countries under study and identifies possible mechanisms within the qualifications system that could impact on the behaviour of the many stakeholders. There are many other ways to impact on lifelong learning but they are not addressed in this article which focuses on the role of national qualifications systems.
Two mechanisms in particular are studied in more detail because they seem to be at the top of the research and policy agenda of many countries: qualifications frameworks and recognition of non-formal and informal learning systems. 相似文献
Two mechanisms in particular are studied in more detail because they seem to be at the top of the research and policy agenda of many countries: qualifications frameworks and recognition of non-formal and informal learning systems. 相似文献
15.
16.
Making Room for Children's Autonomy: Maria Montessori's Case for Seeing Children's Incapacity for Autonomy as an External Failing 下载免费PDF全文
PATRICK R. FRIERSON 《Journal of Philosophy of Education》2016,50(3):332-350
This article draws on Martha Nussbaum's distinction between basic, internal, and external (or combined) capacities to better specify possible locations for children's ‘incapacity’ for autonomy. I then examine Maria Montessori's work on what she calls ‘normalization’, which involves a release of children's capacities for autonomy and self‐governance made possible by being provided with the right kind of environment. Using Montessori, I argue that, in contrast to many ordinary and philosophical assumptions, children's incapacities for autonomy are best understood as consequences of an absence of external conditions necessary for children to exercise capacities they already have internally, rather than intrinsic limitations based on their stage of life. In a closing section, I show how Montessori proposes a model wherein both children and adults have autonomy, power, and responsibility, but over different spheres, and suggest implications of these differences for who has responsibility for establishing the conditions under which children can flourish. 相似文献
17.
18.
19.
20.