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231.
Annelies Kepper Ina Koning Wilma Vollebergh Karin Monshouwer 《Learning disabilities research & practice》2014,29(4):139-149
This study investigated the age of onset of substance use among 536 students with mild academic disabilities and 906 students without academic disabilities, and the extent to which emotional, conduct, and hyperactivity problems explain the differences between these two groups. Using discrete‐time survival analysis, the results of this study showed that students with a mild academic disability were not at higher risk for the onset of daily smoking, and were at a significantly lower risk for the onset of weekly alcohol use and cannabis use. Though students with a mild academic disability displayed higher scores on conduct, emotional, and hyperactivity problems compared with their counterparts without an academic disability, this was not reflected in an increased risk for early onset substance use. 相似文献
232.
233.
Can Children Do Philosophy? 总被引:1,自引:0,他引:1
Karin Murris 《Journal of Philosophy of Education》2000,34(2):261-279
Some philosophers claim that young children cannot do philosophy. This paper examines some of those claims, and puts forward arguments against them. Our beliefs that children cannot do philosophy are based on philosophical assumptions about children, their thinking and about philosophy. Many of those assumptions remain unquestioned by critics of Philosophy with Children. My conclusion is that the idea that very young children can do philosophy has not only significant consequences for how we should educate young children, but also for how adults should do philosophy; and that further research is urgently needed. 相似文献
234.
235.
Karin Bernath 《欧洲特需教育杂志》2013,28(1):43-47
Abstract This issue introduces an occasional series where readers are invited to argue points of view, express opinions, raise issues they deem important ‐ or indeed disagree with an earlier point of view. Controversy need not be avoided! Contributions to the series, which should normally fall between 400 and 2000 words are now being sought. The first contribution is concerned with abortion and infanticide and the moral problems thrown up by following certain lines of philosophical enquiry to their logical conclusion. Karin Bernath introduces the topic, pointing out that this is a topic intensely debated in the German‐speaking world, and Hans Furrer develops some of the philosophical implications in his paper. It is perhaps well to be reminded of these matters as the shades of World War II and the ideologies that underpinned it are once more in our minds. 相似文献
236.
Karin Ishimine 《The Australian Educational Researcher》2011,38(3):257-274
Large numbers of young children spend significant amounts of time in early childhood educational settings. Concerns about
the quality of this experience have increased substantially in recent years. Further, as social inequalities in Australia
continue to grow the gap between disadvantage and advantage widens despite overall levels of increased economic prosperity.
Provision of quality early childhood education may be one important way to address disadvantage as international studies show
that high quality early childhood education experience contributes to reducing inequality later in life. This study investigated
the relationship between quality and disadvantage in a childcare centre in urban Australia. Employing a case study approach,
building on Bronfenbrenner’s theory and previous literature, the study found that four key components affected the quality
of childcare in this centre—physical environment, staff–child interaction, curriculum/program and family support. Importantly,
staff knowledge and dedication were crucial to achieving quality. 相似文献
237.
Suhyun Suh C. Veronica Crawford Karin K. Hansing Sadi Fox Minhee Cho Eunbi Chang Seongchan Lee Sang Min Lee 《International journal for the advancement of counseling》2018,40(3):255-266
In this era of globalization, cross-cultural comparison studies could help counselor training programs enhance educational opportunities that are informative, supportive, and culturally responsive to students. Counselors-in-training in both the United States and South Korea were sampled in this study assessing self-esteem (individual and collective) and counselor activity self-efficacy (CA self-efficacy). Results indicated that American students endorsed higher levels of collective self-esteem and CA self-efficacy compared to Korean students. Age was positively correlated with CA self-efficacy in both the American and Korean samples. Additionally, the variable of supervision hours and internship experience was positively correlated with CA self-efficacy for American students, but showed no relationship with CA self-efficacy for Korea students. Implications for understanding the cultural differences of counseling-trainees’ self-confidence and the need for conducting cross-cultural comparison studies to provide insights about the training and development of trainees in cross-cultural settings are discussed. 相似文献
238.
Karin Tweddell Levinsen 《Education and Information Technologies》2007,12(1):41-51
Worldwide there is an increasing demand for educational institutions to offer part of their educations online and mixed mode.
For institutions to comply with these demands, it is necessary to prepare teachers (and other members of the staff), to fulfil
their responsibilities within the virtual environment. Teachers must be able to organize their courses pedagogically according
to different conditions, i.e., subject domains, group sizes, variations within communication and interaction. Teachers must
acquire knowledge and skills in handling Information and Communication Techniques (ICT) as well as pedagogical possibilities
and constraints inherited in the software available. Several studies demonstrate that technical obstacles are easier to overcome
than lack of communication skills. Also the consequenses of communication breakdowns tend to create serious problems that
technology cannot solve. These problems concern how teachers function satisfactory as mediators and coaches in collaborative,
knowledge sharing virtual environments. For example, how teachers support their students in becoming online-students and how
they facilitate complex discussions on difficult topics. This is a big challenge for everybody involved in e-learning, and
the challenge is not met by offering introductory courses for university teachers. Based on basis of a recent examination
of concrete actions and strategies for the future within 11 Danish universities, the auther argues that there exists a severe
mismatch between the organisational expectations and strategies and the competence-evolving activities that the same organisations
offer to their staff. A recent case study of a university pedagogy course on e-learning for university teachers demonstrates
and identifies some of the consequences of the mismatch. Finally the author suggests strategies to meet the demands of the
future online university. 相似文献
239.
240.
Karin Støen Britt Utvær 《Scandinavian Journal of Educational Research》2014,58(6):639-658
The experience of meaning in a learning situation is a stated goal of Knowledge Promotion Reform in Norway. This study, guided by self-determination theory, examines how pursuing intrinsic and extrinsic life goals relates to the experience of meaning in vocational education. The study also examines how learning support, perceived competence, and different types of autonomous motivation are associated with students' experiences of meaning. The sample consisted of health and social care students (N?=?405) in upper secondary school. The results indicated that intrinsic goals encouraged meaningfulness in all subjects, whereas extrinsic goals related to perceived meaninglessness in vocational subjects. Learning support, perceived competence, and autonomous types of motivation all have a positive link to students' experiences of meaning, either directly or indirectly. 相似文献