全文获取类型
收费全文 | 741篇 |
免费 | 13篇 |
专业分类
教育 | 615篇 |
科学研究 | 11篇 |
各国文化 | 10篇 |
体育 | 37篇 |
文化理论 | 4篇 |
信息传播 | 77篇 |
出版年
2021年 | 6篇 |
2020年 | 4篇 |
2019年 | 8篇 |
2018年 | 20篇 |
2017年 | 16篇 |
2016年 | 17篇 |
2015年 | 15篇 |
2014年 | 19篇 |
2013年 | 172篇 |
2012年 | 24篇 |
2011年 | 27篇 |
2010年 | 17篇 |
2009年 | 16篇 |
2008年 | 16篇 |
2007年 | 15篇 |
2006年 | 14篇 |
2005年 | 14篇 |
2004年 | 15篇 |
2003年 | 12篇 |
2002年 | 25篇 |
2001年 | 6篇 |
2000年 | 14篇 |
1999年 | 12篇 |
1998年 | 5篇 |
1997年 | 14篇 |
1996年 | 13篇 |
1995年 | 15篇 |
1994年 | 13篇 |
1993年 | 18篇 |
1992年 | 6篇 |
1991年 | 13篇 |
1990年 | 9篇 |
1989年 | 4篇 |
1988年 | 8篇 |
1987年 | 8篇 |
1986年 | 10篇 |
1985年 | 7篇 |
1984年 | 10篇 |
1983年 | 10篇 |
1982年 | 11篇 |
1981年 | 5篇 |
1980年 | 5篇 |
1979年 | 8篇 |
1978年 | 10篇 |
1977年 | 6篇 |
1976年 | 11篇 |
1975年 | 3篇 |
1974年 | 5篇 |
1971年 | 5篇 |
1968年 | 3篇 |
排序方式: 共有754条查询结果,搜索用时 15 毫秒
1.
2.
3.
Joan Abbott-Chapman 《The Australian Educational Researcher》2011,38(1):57-71
Research studies of post-school education and training conducted in Australia and internationally have revealed a mosaic of students’ education and employment experiences, with a multiplicity of nonlinear pathways. These tend to be more fragmentary
for disadvantaged students, especially those of low socio-economic background, rural students, and mature aged students seeking
a ‘second chance’ education. Challenges faced by students in their transitions to higher education are made more complex because
of the intersection of vertical stratification created by institutional and sectoral status hierarchies and segmentation,
especially relating to ‘academic’ and ‘vocational’ education and training, and the horizontal stratification of regional,
rural and remote locations in which students live. If we are to achieve the equity goals set by the Bradley Review (Bradley
et al., Review of Australian Higher Education Final Report, 2008) we need to acknowledge and work with the complex realities of disadvantaged students’ situations, starting at the school
level. Interrelated factors at the individual, community and institutional level which continue to inhibit student take-up
of higher education places are discussed in the context of discursive constructions of ‘disadvantage’ and ‘choice’ in late
modernity. Research highlights the need to facilitate students’ post-school transitions by developing student resilience,
institutional responsiveness and policy reflexivity through transformative education. 相似文献
4.
The education of child‐centered early childhood practitioners involves issues of content, pedagogy, relationships and context. Recent insights on the nature of child‐centered teaching generated by collaborative research with teachers, has highlighted its complexity and suggests that new ways of thinking about teacher education are needed. But developing a more learner‐centered approach to early childhood teacher education will be difficult, given the instrumentalist orientation in many institutions and in societies at large. This paper discusses the broad issues surrounding the development of a more learner‐centered approach to early childhood teacher education and describes several initiatives the authors have been involved in, in Australia and the United States. 相似文献
5.
6.
Maternal Interactions and Self-Reports Related to Attachment Classifications at 4.5 Years 总被引:1,自引:0,他引:1
Building on attachment theory and infancy research, this study examines relations between maternal style and attachment patterns in early childhood. Mothers of children classified as Secure at 4.5 years were rated higher than mothers of Insecure children on positive mood, meshing, enjoyment of child, and providing a relaxed home atmosphere. In a laboratory joint task, they had a higher frequency of monitoring, planning, and affirming and also received higher ratings for providing a sensitive framework. Compared with all other mothers, mothers of Avoidant children monitored less and planned less but reported themselves in a better light on 3 temperament scales as well as a depression scale. Mothers of Ambivalent children rated themselves as the most depressed and anxious and the least satisfied with their marriages. Their interactions at home were characterized by friction. Mothers of Controlling children rated themselves as least irritable and anxious, but in the laboratory they affirmed less, enjoyed the task less, and provided a less sensitive framework than all other mothers. 相似文献
7.
The need for excellent teachers to teach at-risk inner-city children is well documented. Too often new teachers who have received their field experience in the suburbs are hired to teach in multicultural inner-city schools with little preparation to serve this population of children and families. Changing the history of failure for this population of teachers and their students to an experience of success was the primary goal of the partnership between the Houston Independent School District and the University of Houston's College of Education.The structure of the Houston Teaching Academy (HTA) includes four collaborative decision-making councils. Representatives from the school and college serve on each of the councils. Shared weekly seminars for supervising teachers, student teachers, and college supervisors are led by school teachers or college supervisors. Methods courses are taught at the HTA, and the students serve as tutors in the classrooms. Several graduate college courses requested by teachers are offered at the HTA.Concurrent with the development of the HTA, a formative and summative evaluation has monitored the progress of the HTA toward its goals. The HTA graduates have been followed into their first years of teaching. Interviews with their principals indicate that 77% are effectively teaching in inner-city and multicultural settings. 相似文献
8.
Research and theory concerning the value of play for children's development as well as current factors reducing the amount of play time that children experience are discussed. To ascertain play opportunities occurring in the schools, teachers' attitudes toward play, and provision of play for children in grades 1–6 were surveyed. The amount of recess time provided ranged from 0 to 65 min., with a mean of almost 19 min. Findings indicated that teachers from rural areas provided more play time than teachers from suburban areas, who in turn provided more play time than teachers in urban areas. Further, the amount of play time provided was influenced by the teachers' attitudes. That is, teachers who indicated generally positive attitudes toward play tended to allot more time for play in school. However, teachers from upper grade levels, who were more likely to perceive greater pressure to provide highly structured academic instructional programs, tended to de-emphasize the role and value of play and in turn allotted less time for play in school. The results of the present investigation demonstrate that children who are given less recess time are also likely to have teachers who report less positive attitudes toward play. It is recommended that school psychologists be aware of the adverse impact that restricted play opportunities may have on children's development. © 1996 John Wiley & Sons, Inc. 相似文献
9.
10.
Grounded in the 2x2 achievement goal framework (Elliot & McGregor, 2001), a model was tested examining the hypothesized relationships between approach and avoidance (mastery and performance) goals, challenge and threat appraisals of sport competition, and positive and negative indices of well-being (i.e., self-esteem, positive, and negative affect). A further aim was to determine the degree to which the cognitive appraisals mediated the relationship between the four achievement goals and the indicators of athletes' welfare. Finally, measurement and structural invariance was tested with respect to gender in the hypothesized model. An alternative model was also estimated specifying self-esteem as an antecedent of the four goals and cognitive appraisals. Four hundred and twenty-four team sport participants (Mage=24.25) responded to a multisection questionnaire. Structural equation modeling analyses provided support for the hypothesized model only. Challenge and threat appraisals partially mediated the relationships observed between mastery-based goals and the well-being indicators. Lastly, the hypothesized model was found to be invariant across gender. 相似文献