全文获取类型
收费全文 | 234篇 |
免费 | 2篇 |
专业分类
教育 | 144篇 |
科学研究 | 11篇 |
各国文化 | 2篇 |
体育 | 52篇 |
文化理论 | 8篇 |
信息传播 | 19篇 |
出版年
2023年 | 2篇 |
2021年 | 3篇 |
2020年 | 3篇 |
2019年 | 6篇 |
2018年 | 6篇 |
2017年 | 10篇 |
2016年 | 3篇 |
2015年 | 3篇 |
2014年 | 4篇 |
2013年 | 53篇 |
2012年 | 5篇 |
2011年 | 9篇 |
2010年 | 2篇 |
2009年 | 4篇 |
2008年 | 9篇 |
2007年 | 4篇 |
2006年 | 8篇 |
2005年 | 5篇 |
2004年 | 4篇 |
2003年 | 6篇 |
2002年 | 5篇 |
2001年 | 3篇 |
2000年 | 4篇 |
1999年 | 4篇 |
1998年 | 2篇 |
1997年 | 5篇 |
1996年 | 2篇 |
1995年 | 3篇 |
1993年 | 2篇 |
1992年 | 4篇 |
1991年 | 6篇 |
1988年 | 4篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 2篇 |
1982年 | 4篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1977年 | 5篇 |
1974年 | 2篇 |
1968年 | 1篇 |
1967年 | 1篇 |
1966年 | 1篇 |
1962年 | 1篇 |
1961年 | 1篇 |
1958年 | 1篇 |
1957年 | 1篇 |
1944年 | 1篇 |
1940年 | 1篇 |
1933年 | 1篇 |
排序方式: 共有236条查询结果,搜索用时 31 毫秒
21.
Attachment theory implies that children's inclination to interpret attachment figures behavior as supportive and available causally influences children's trust in their attachment figure's availability. An experiment was conducted to test whether training children (8–12 years old) to interpret ambiguous interactions with their mothers in a more secure way increases their trust in their mother's availability. Participants (N = 49) were randomly assigned to either a secure condition to train children to interpret their mother's behavior as supportive or a neutral placebo condition, where interpretations were unrelated to maternal support. Results supported the hypothesis: After the secure training, children interpreted maternal behavior more securely and trusted more in her availability. This suggests that attachment‐related processing biases causally affect attachment expectations. 相似文献
22.
Jennie Winter Rebecca Turner Lucy Spowart Reema Muneer Pauline Kneale 《高等教育研究与发展》2017,36(7):1503-1514
The professionalisation of teaching is of increasing importance in UK higher education due to converging processes including the proliferation of managerialism, increasing quality agendas and changes to student fee structures. These have brought into sharp relief the need for greater understanding of how quality teaching evolves in university settings. One key element of this involves academic development and its impacts on teaching and learning. Current literature suggests that a plethora of ideas, frameworks and instruments claiming best practice exist but that take-up of these is inconsistent. This prompted a UK national research project which produced an evidence-based toolkit for evaluating academic development. As part of the toolkit augmentation, academic development representatives from across the sector were asked to create, review and test uniquely tailored evaluation instruments. These instruments were then piloted on university teachers who had participated in teaching-related continuing professional development activities. This paper reports on these individuals’ reflections of using the toolkit. It suggests that academic developers are interested in evaluating the impact of their work on teachers, students and on the wider institutional culture but that confidence and expertise varies. Using the toolkit generated ‘traditional’ evaluation data including satisfaction with the development activity and changes to lecturers’ conceptions and behaviours. However, it also prompted critical discussions around current evaluation practice. This included the need for transformational reform of institutional culture to support links between evaluation and good standing; and making explicit the thorny issue of evidencing student learning. This paper will be of interest to those with an interest or responsibility for evaluating teaching in higher education. The paper offers an important contribution to the international literature at a time when global higher education is faced with questions about teaching, learning and quality. Evaluation, and how to do it well, is timely and important business. 相似文献
23.
This research investigates the understandings of four teachers who teach history in primary and early childhood settings. Data were gathered from participants through semi-structured interviews. The participants were experienced teachers who were in the process of curriculum change – from teachers of studies of society and environment to teachers of history, under the auspices of the Australian Curriculum: History. The focus of the study was on their understandings of content knowledge and the pedagogies involved in classroom teaching, using a pedagogical framework, which sought to identify and categorise the nature of their knowledge base in the implementation phase of the Australian Curriculum: History. The study used narrative inquiry to show how temporality, sociality, and place play out in the lives of these teachers of history. The findings from this study indicate the challenges and opportunities for teachers’ professional knowledge landscapes in times of curriculum reform. Whilst there are a small number of participants in this study, their stories provide insight into how teachers responded to the challenges and opportunities of teaching history and how these teachers have shaped the implementation of the history curriculum. 相似文献
24.
25.
Geneva A. Stark-Price Marco A. Mu?oz Paul A. Winter Joseph M. Petrosko 《Journal of Personnel Evaluation in Education》2006,19(1-2):69-83
This study addressed recruiting principals into low performing schools. A sample (N = 619) of principals, assistant principals, central office administrators, school counselors, and teacher-leaders from the
29th largest school district in the United States role-played as applicants for principal vacancies at schools classified
as low-performing based on results of standardized student achievement tests. The study had an experimental design and involved
use of a recruitment simulation. Rating jobs depicted on simulated principal recruitment announcements, principals and assistant
principals rated the job highest while school counselors rated the jobs lowest. Among the teacher-leaders, teacher-administrative
interns rated the job higher than did highly skilled educators or resource teachers. Implications for recruitment practice
and future evaluation research are discussed. 相似文献
26.
Helmut Kuhrt 《European Journal of Engineering Education》1981,6(3-4):235-238
Selon la Loi-cadre de l'enseignement supérieur de la République Fédérale d'Allemagne, les universités doivent encourager la coopération universitaire internationale, et notamment européenne, ainsi que les échanges entre les universités allemandes et étrangères. 相似文献
27.
28.
Carl K. Winter 《Journal of Food Science Education》2016,15(1):34-41
While the need to present food science information effectively is viewed as a critical competency for food scientists by the Institute of Food Technologists, most food scientists may not receive adequate training in this area. Effective presentations combine both scientific content and delivery mechanisms that demonstrate presenter enthusiasm for the topic and generate audience interest. This paper provides food science presentation “best practices” based upon the results of the author's 10 y of experience teaching communication skills to 1st‐year graduate students. Topics include development of a “Presentation Inventory” that encourages presenters to consider why they are presenting, who they are presenting to, what information they plan to present, and how they plan to present the information. More specific sections of the paper address presentation introductions and conclusions, developing visual aids, responding to audience questions, flow, pacing, and time management, technological competency, and tips on how to practice a presentation. Such information should be applicable to all types of food science practitioners including undergraduate and graduate students, postdoctoral scholars, teaching and research academics, and government, industrial, and consulting food scientists. An awareness of such “best practices” among presenters of food science information can help raise the bar to improve the quality of contemporary food science presentations. 相似文献
29.
30.