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51.
J. James Cotter Constance L. Coogle Iris A. Parham Colleen Head LaQuana Fulton Kathleen Watson 《Educational gerontology》2013,39(2):107-117
This paper describes a Geriatric Health Professionals Mentoring Program designed to address recruitment and retention of health professionals in geriatrics and gerontology. The training provided information on the mentoring process, negotiating mentoring agreements, and coaching mentees. The evaluative framework described examines: (a) the effects of mentoring, (b) reactions of mentors and mentees, and (c) the effect of intervening variables. Trained mentors expressed satisfaction with the program and were comfortable about general mentoring but less confident about specific guidance for mentees. A cadre of mentors can be successfully trained to assist geriatric health professionals to better care for older Americans. 相似文献
52.
Patricia Kay Alpaugh Iris A. Parham Kenneth D. Cole J. E. Birren 《Educational gerontology》2013,39(2):101-116
The purpose of this study was to explore the creative process and creative products across the adult life span. The subjects were 61 women, ages 20 to 83 years, who were comparable in intelligence, education, and interest in writing. They completed a creative writing project and took three standardized creativity tests and two intelligence subtests. Both quantitative and qualitative differences were found favoring young adults. Predictive but not construct validity was demonstrated for the creativity tests with this population of young and old adults. Both methodological constraints and the ecological validity of these measures of creativity are discussed. 相似文献
53.
This short notice provides a novel and preliminary analysis of the source for the first Arabic history of the crusades, and contributes to the understanding of the penetration of the crusades as a distinct phenomenon into the Islamic world. The Arabic history, Min Ta?rīkh al-?urūb al-muqaddasa fī l-mashriq al-mad?ūwa ?arb al-?alīb was published in Jerusalem in 1865 under the authorship of the (late) Melkite patriarch, Maximos III Mazloum (d. 1855). The book was a modified translation of the French Les Guerres saintes d’Outre-Mer, ou tableau des croisades, retracé d’après les chroniques contemporaines, published in 1840 by Maxime de Montrond, who was heavily inspired by Michaud's Histoire des croisades. Though created in a Christian Francophile milieu, it seems clear that the Arabic translation was intended not only for a Christian audience, but also for a Muslim readership, as evidenced by examples, provided here, of the modifications of the French original. 相似文献
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What an honor to have political and educational theorists of such caliber take up ideas from my work! What a daunting task to try to respond! My remarks will touch on the following questions: What are some key issues of distributive justice in education today? Why does defining justice in terms of oppression and domination imply that issues of justice cannot be reduced to distribution? How does normalization constitute a major process enacting oppression, and what does this imply for education? What does it mean to include marginalized groups in economic opportunity and democratic process, and how can educational institutions foster such inclusion? Why do issues of religion and other forms of cultural expression belong to a distinct category of justice? Are values of freedom of expression and tolerance in tension with the project of democratic inclusion? How shall we consider transnational issues of educational justice? 相似文献
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Iris M. Yob Steven L. Danver Sheryl Kristensen William Schulz Kathy Simmons Henry M. Brashen Rebecca Sidler Krysiak Linda Kiltz Linda Gatlin Suzanne Wesson Diane R. Penland 《Innovative Higher Education》2016,41(3):203-219
Institutions of higher education frequently acknowledge their role in contributing to the common good through their mission statements. The current literature suggests that in order to be effective mission statements must be clearly articulated and reflected in all the activities of the institution including its curriculum. Faculty members at Walden University developed a Curriculum Guide for Social Change that could serve as a tool for reviewing current course offerings and developing new courses to reflect its mission of “creating positive social change.” Those involved in piloting the Guide report on the process in this article. The general consensus is that it was time-consuming and frequently subjective; but the Guide gave substance to the institution’s mission, opening the way for its fuller implementation. 相似文献
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Learnscapes are a recent initiative of the New South Wales Department of Education and Training (NSW DET). They are generally school ground features, e.g., an edible garden, a poetry corner or a wildlife corridor, where a learning program has been designed to permit users to interact with the environment. The learning programs are to meet syllabi learning outcomes including environmental education. Learnscape design, development, and use are to involve students, teachers and the community. Teachers' perceptions of the value and impact of learnscapes in two NSW DET pilot schools are reported, as well as their self-reported involvement and use. These varied considerably, despite the majority of teachers extolling the value of learnscapes. Several 'barriers' to the effective use of learnscapes surfaced. The relationship of learnscapes to environmental education was not uppermost in most teachers' minds. Explanations are suggested and pedagogical implications discussed. 相似文献
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Efrossini C. Kalkani Iris K. Boussiakou Leda G. Boussiakou 《European Journal of Engineering Education》2005,30(3):393-402
The present research refers to the assigning of a hands-on group project to freshman engineering students, evaluating their performance, and deriving conclusions on student benefits and educational advances. The research procedure included action plans for the instructor and the students, instructions to the students on performing the work, organizational instructions to the teams and reporting guidelines, and evaluation of the success of the project. The main outcomes refer to the team co-operation, the performance of tasks, the quality of results and the reporting effectiveness. The ‘paper beam’ project benefited the student’s learning and proved the need of complementary learning styles in teams, of the appreciation of quality performance and results, as well as of the accuracy in project details. 相似文献