全文获取类型
收费全文 | 419篇 |
免费 | 4篇 |
专业分类
教育 | 329篇 |
科学研究 | 25篇 |
各国文化 | 9篇 |
体育 | 28篇 |
文化理论 | 8篇 |
信息传播 | 24篇 |
出版年
2021年 | 3篇 |
2020年 | 4篇 |
2019年 | 15篇 |
2018年 | 8篇 |
2017年 | 13篇 |
2016年 | 8篇 |
2015年 | 7篇 |
2014年 | 8篇 |
2013年 | 89篇 |
2012年 | 7篇 |
2011年 | 11篇 |
2010年 | 13篇 |
2009年 | 8篇 |
2008年 | 9篇 |
2007年 | 6篇 |
2005年 | 3篇 |
2004年 | 9篇 |
2003年 | 8篇 |
2002年 | 8篇 |
2001年 | 8篇 |
2000年 | 6篇 |
1999年 | 7篇 |
1997年 | 5篇 |
1996年 | 4篇 |
1995年 | 8篇 |
1994年 | 7篇 |
1993年 | 11篇 |
1992年 | 5篇 |
1991年 | 4篇 |
1990年 | 7篇 |
1989年 | 6篇 |
1988年 | 8篇 |
1987年 | 3篇 |
1986年 | 6篇 |
1985年 | 6篇 |
1984年 | 7篇 |
1983年 | 3篇 |
1982年 | 6篇 |
1981年 | 6篇 |
1979年 | 4篇 |
1978年 | 11篇 |
1977年 | 6篇 |
1976年 | 4篇 |
1974年 | 3篇 |
1971年 | 2篇 |
1962年 | 2篇 |
1935年 | 2篇 |
1924年 | 2篇 |
1920年 | 2篇 |
1899年 | 2篇 |
排序方式: 共有423条查询结果,搜索用时 0 毫秒
31.
32.
Tertiary Education and Management - Increasing expectations are being placed on higher education institutions to ensure the economic relevance of research and knowledge creation as well as... 相似文献
33.
Science &; Education - What is a teacher to do when confronted with a student who says “I understand that theory (e.g., evolution), but I don't believe it”? The purpose of this... 相似文献
34.
David Evanier is a novelist and critic. He has written for The New York Times Book Review, Commentary, theParis Review, The American Spectator, National Review, and other journals. 相似文献
35.
36.
ABSTRACTReflective practice can support student learning by enabling praxis: the bridging of the theory of the classroom with the students’ learning experience. Students’ written reflections are the most common mode for practising and documenting reflection. Available typologies for coding the level of student written reflections focus on the cognitive domain. The coding of student reflection data from four locations (Australia, Denmark, Hong Kong and South Korea; n?=?760) revealed that the focus on the cognitive domain could not capture the role and contribution of the affective domain of reflection for learning. This study conceptualises and presents our new two-domain emo-cog taxonomy, together with empirical evidence to substantiate a new way of thinking about reflection for learning. Emo-cog identifies multiple levels of affective responses along with traditional cognitive reflections. Emotions are found to make a significant contribution to student reflections. Learning is clearly a matter of head and heart. 相似文献
37.
38.
Differences in family factors in determining academic achievement were investigated by testing 432 parents in nine independent, coeducational Melbourne schools. Schools were ranked and categorized into three groups (high, medium and low), based on student achievement (ENTER) scores in their final year of secondary school and school improvement indexes. Parents completed a questionnaire investigating their attitudes towards the school environment, their aspirations, expectations, encouragement and interest in their child’s education (adapted from scales constructed by Marjoribanks). They also responded to six open‐ended questions on their attitudes to achievement and to their (child’s) school. Multiple regression analyses revealed that parental expectations of their children’s educational level made the strongest unique prediction of high achievement followed by the length of time they had maintained their expectations. Limitations discussed include the disparity in meaning associated with the definition of school success and whether these results can be generalized to all students considering the biased sample (socio‐economic status). 相似文献
39.
40.
Anecdotal and empirical evidence indicates that mentoring can be a successful strategy for supporting professional learning, yet limited literature exists on approaches to mentoring designed specifically for academics working in higher education. The aim of this study was to create an approach to mentoring tailored to the needs of academics and underpinned by evidence from the literature. Participatory action research was chosen as the methodology for the project as this enabled a process of inquiry to be embedded within academic practice. The outcome was the development of the Spectrum Approach to Mentoring (SAM). This three-step approach is goal orientated, and encompasses mentoring relationships that may be ongoing and sustained over time through to those that are short-term and aligned with a particular task or focus. SAM provides a suite of resources that can be used by academics to promote valuable opportunities for professional learning through the initiation of mentoring relationships. 相似文献