全文获取类型
收费全文 | 196篇 |
免费 | 3篇 |
专业分类
教育 | 114篇 |
科学研究 | 3篇 |
体育 | 3篇 |
文化理论 | 1篇 |
信息传播 | 78篇 |
出版年
2023年 | 1篇 |
2021年 | 2篇 |
2020年 | 1篇 |
2019年 | 1篇 |
2018年 | 10篇 |
2017年 | 6篇 |
2016年 | 3篇 |
2015年 | 4篇 |
2014年 | 3篇 |
2013年 | 49篇 |
2012年 | 1篇 |
2011年 | 6篇 |
2010年 | 1篇 |
2009年 | 2篇 |
2008年 | 2篇 |
2007年 | 8篇 |
2006年 | 3篇 |
2005年 | 4篇 |
2004年 | 3篇 |
2003年 | 3篇 |
2002年 | 2篇 |
2001年 | 2篇 |
2000年 | 6篇 |
1999年 | 3篇 |
1998年 | 2篇 |
1997年 | 5篇 |
1996年 | 11篇 |
1995年 | 13篇 |
1994年 | 12篇 |
1993年 | 11篇 |
1992年 | 7篇 |
1991年 | 6篇 |
1990年 | 2篇 |
1987年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1974年 | 1篇 |
排序方式: 共有199条查询结果,搜索用时 15 毫秒
81.
82.
Hazel K. Bell 《Learned Publishing》1993,6(1):75-77
83.
Indexing from A to Z Second edition by Hans H. Wellisch, New York and Dublin: H.W. Wilson, 1996, 569 pp, $45, ISBN 0 8242 0882 X Winning the Publications Game by Tim Albert, Oxford and New York: Radcliffe Medical Press, 1997 100pp £15, ISBN 1-85775 183 3 相似文献
84.
85.
86.
87.
ABSTRACTFacing increasing critique that PISA focuses too narrowly on cognitive achievement and human/knowledge capital, the OECD has recently shifted some of its focus to student happiness. The 2017 Students’ Well-Being report distinguishes between ‘happy schools’ and ‘unhappy schools’, showing that among students who combined high performance and life satisfaction, northern European countries topped the charts. Meanwhile, students in East Asian countries including Japan, China, Taiwan, Hong Kong, and Korea registered the lowest ‘life satisfaction’ scores among all participating countries. This piece points out some of the problems inherent in the OECD’s recent turn to happiness, problematizing the OECD yardstick of life satisfaction. Attempting to keep the critique constructive, we suggest that the OECD may want to consider using alternative metrics, then briefly highlight one developed in East Asia from different first assumptions: the Interdependent Happiness Scale. In conclusion we flag, but cannot answer, some related educational questions concerning policy, pedagogy, and priorities for the future. 相似文献
88.
We tend to measure educational performance by students' attainment in coursework or examinations. In the case of professional education, the impact of the educational programme on the students' own capacities to enhance their work practices, and the wider organizational effects of the students' education and training, are also key ‘products’ of the educational process. This is particularly important with education for Development Policy and Management (DPAM), which is directly concerned with capacity‐building. This article adopts a work‐related approach to educational effectiveness and examines four professional programmes in DPAM—three in Southern Africa and one in the UK. Through the analysis of the results of surveys and case studies, the article demonstrates how a positive learning experience is related to the application of learning at work. However the conditions for applying learning also depend strongly on organizational context, as do the wider organizational impacts of learning. The article presents a broad approach to assessing educational effectiveness in professional programmes which incorporate these factors. 相似文献
89.
Teachers’ pedagogical decision‐making and influences on this when teaching students with severe intellectual disabilities 下载免费PDF全文
This article focuses on teachers' pedagogical decision‐making and influences on this decision‐making when teaching students with severe intellectual disabilities. The research reported and discussed forms part of an international collaborative research project in the south west of England and Florida, US. The study is set within the broader socio‐political context of inclusion, contributing a pedagogical dimension to other aspects of inclusion, such as placement, curriculum and accountability. Houssaye's (2000) pedagogical interaction model is examined and adapted to situate and analyse teachers’ pedagogical decision‐making, and influences on this, when teaching students with severe intellectual disabilities. The study shows a prominence and privileging of pedagogical decisions and influences around teacher‐student pedagogical interactions over curriculum‐teacher or curriculum‐student pedagogical interactions. The implications of this emphasis are considered in the historical context of teaching and learning models and approaches for this group of learners. 相似文献
90.
Jae Engle Hazel Baker-Harvey Hieu-Kevin Nguyen Hunter Carney Katherine Stavropoulos Leslie J. Carver 《Child development》2021,92(3):811-820
The ability to learn from expectations is foundational to social and nonsocial learning in children. However, we know little about the brain basis of reward expectation in development. Here, 3- to 4-year-olds (N = 26) were shown a passive associative learning paradigm with dynamic stimuli. Anticipation for reward-related stimuli was measured via the stimulus preceding negativity (SPN). To our knowledge, this is the first study to measure an SPN in children younger than age 6. Our findings reveal distinct anticipatory neural signatures for social versus nonsocial stimuli, consistent with previous research in older children. This study suggests an SPN can be elicited in preschoolers and is larger for social than nonsocial stimuli. 相似文献