全文获取类型
收费全文 | 220篇 |
免费 | 6篇 |
专业分类
教育 | 179篇 |
科学研究 | 4篇 |
各国文化 | 7篇 |
体育 | 16篇 |
信息传播 | 20篇 |
出版年
2022年 | 2篇 |
2020年 | 3篇 |
2019年 | 6篇 |
2018年 | 10篇 |
2017年 | 14篇 |
2016年 | 8篇 |
2015年 | 4篇 |
2014年 | 10篇 |
2013年 | 46篇 |
2012年 | 7篇 |
2011年 | 2篇 |
2010年 | 5篇 |
2009年 | 6篇 |
2008年 | 8篇 |
2007年 | 1篇 |
2005年 | 4篇 |
2004年 | 3篇 |
2003年 | 1篇 |
2002年 | 13篇 |
2001年 | 5篇 |
2000年 | 1篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 5篇 |
1996年 | 2篇 |
1995年 | 2篇 |
1994年 | 3篇 |
1993年 | 3篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 3篇 |
1986年 | 3篇 |
1985年 | 5篇 |
1984年 | 6篇 |
1983年 | 5篇 |
1982年 | 3篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1974年 | 2篇 |
1973年 | 2篇 |
1972年 | 4篇 |
1969年 | 5篇 |
1967年 | 3篇 |
1870年 | 1篇 |
排序方式: 共有226条查询结果,搜索用时 15 毫秒
111.
Frances C. Welch Robert E. Pitts Kristine J. Tenini Michael G. Kuenlen Sarah G. Wood 《The Teacher Educator》2013,48(3):179-201
Teacher preparation programs are required by the National Council for Accreditation of Teacher Education (NCATE) to assess the knowledge, skills, and dispositions of teacher candidates. Dispositions and the personal values that support them are defined differently by NCATE and other experts in the fields of education and business. In order to better understand dispositions the researchers examined the relationships between the personal values and dispositions of teacher candidates and successful teachers. Using the Rokeach Value Scale, results showed significant relationships between values and dispositions for teacher candidates and successful teachers. 相似文献
112.
Jennie Phillips 《Performance Improvement》2010,49(7):9-16
Most organizations focus on one‐off training solutions to address a single workplace learning need at a single time rather than integrating learning and nonlearning interventions to help staff develop increasingly complex levels of expertise specific to their jobs. Curriculum is a long‐term, integrated approach to training in which workers take several related courses over a period of time. This article presents seven design issues that distinguish curriculum design from course design. 相似文献
113.
Joanne Archer Ann M. Hanlon Jennie A. Levine 《The Journal of Academic Librarianship》2009,35(5):410-420
Primary source research requires students to acquire specialized research skills. This paper presents results from a user study testing the effectiveness of a Web guide designed to convey the concepts behind “primary source literacy”. The study also evaluated students' strengths and weaknesses when conducting primary source research. 相似文献
114.
115.
116.
117.
In today’s urban schools, foreign-born children and children of immigrants are the fastest growing sector of the student population and as a result of this changing demographic, our schools are more ethnically, racially and religiously diverse than they have ever been (Suárez-Orozco et al. in Thriving and spirituality among youth: research perspectives and future possibilities. Wiley: Hoboken, NJ, 2012). For many students of immigrant families, their spiritual/religious identity is an important aspect of a healthy and integrated identity. While professional journals in education have focused on race, ethnicity and culture as important diversity variables, the extent to which students’ religion and spirituality influence their development and education has largely been a neglected topic (Woolley in Int J Child Spiritual 13:145–156, 2008). Thus, we highlight research in education, school counseling, and psychology that examines the legal and ethical implications of including religion and spirituality into urban educators’ work with students. We then explore the role that spirituality/religion plays in health, coping, and academic achievement for students, the importance of spirituality/religion within historically marginalized communities, students’ experiences as religious minorities, and religious discrimination in schools. Within each topic area, we outline practical considerations. Finally, we offer some guidelines for professional preparation programs and curriculum development in urban education. 相似文献
118.
Jennie S. Knight 《Religious education (Chicago, Ill.)》2013,108(4):398-409
Reflective engagement in reciprocal community partnerships holds tremendous potential for guiding members of congregations through the process of “re-acculturation.” One of the “best practices” named in research about community-engaged learning for undergraduates is “re-acculturation”—an ongoing process of critical reflection about one's own cultural formation and the cultural realities of people one encounters through community partnerships. Only through this kind of honest critical reflection can people develop friendships of true mutuality and reciprocity. Religious education should include biblical, ethical, and theological reflection, combined with historical and cultural research about ethnic, economic, and religious diversity in relation to particular congregation–community partnerships. 相似文献
119.
Donna-Maria B. Maynard Patricia L. Welch 《International journal for the advancement of counseling》2009,31(1):17-31
Abstract
The coping strategies of middle adolescents (14–16 years) generate interest amongst educators, parents, school psychologists
and school counsellors. This study, using a phenomenological approach, examined the coping strategies of ‘problem’ adolescents
in the Caribbean in regard to their interactions with peers and teachers. Data were collected from semi-structured interviews
with a purposive sample of twenty middle adolescents in Barbados. The adolescents’ efforts to manage problems in the school
environment suggested that they actively sought to prevent problems from progressing to a maladaptive level. An apparent sequence
of coping behaviours emerged from the qualitative data analysis. The sequence involves a dynamic process of seven cognitive
decision-making and behavioural steps that the adolescents engaged in, in their quest to manage and effectively cope with
daily problems. Based on the findings, recommendations are presented for working with adolescents who demonstrate problem
behaviours within the school environment. 相似文献
120.
Education in rural Scottish schools has changed rapidly over the past 15 years. These changes include the implementation of national curriculum and assessment guidelines, increased parental influence and a shift from local authority based management to more locally based schemes. During the 1990s, research in the field focused largely on learning and teaching, on the role of the head teacher as curriculum and professional leader, and schools’ responses to changes through interschool collaboration. More recently, research has commented on rural schools’ involvement in nationally implemented programmes with a social focus, such as New Community Schools, and in health education. Preparation for rural headship and for teaching in rural schools provide opportunities for further research at this time. 相似文献