全文获取类型
收费全文 | 621篇 |
免费 | 17篇 |
国内免费 | 1篇 |
专业分类
教育 | 523篇 |
科学研究 | 11篇 |
各国文化 | 9篇 |
体育 | 24篇 |
文化理论 | 7篇 |
信息传播 | 65篇 |
出版年
2022年 | 7篇 |
2021年 | 10篇 |
2020年 | 21篇 |
2019年 | 23篇 |
2018年 | 40篇 |
2017年 | 40篇 |
2016年 | 41篇 |
2015年 | 23篇 |
2014年 | 27篇 |
2013年 | 135篇 |
2012年 | 19篇 |
2011年 | 20篇 |
2010年 | 7篇 |
2009年 | 11篇 |
2008年 | 27篇 |
2007年 | 20篇 |
2006年 | 15篇 |
2005年 | 11篇 |
2004年 | 22篇 |
2003年 | 11篇 |
2002年 | 13篇 |
2001年 | 8篇 |
2000年 | 5篇 |
1999年 | 7篇 |
1998年 | 5篇 |
1997年 | 4篇 |
1996年 | 7篇 |
1995年 | 7篇 |
1994年 | 5篇 |
1993年 | 3篇 |
1991年 | 2篇 |
1990年 | 2篇 |
1988年 | 4篇 |
1987年 | 1篇 |
1986年 | 3篇 |
1985年 | 2篇 |
1984年 | 4篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1981年 | 3篇 |
1980年 | 4篇 |
1979年 | 2篇 |
1978年 | 3篇 |
1977年 | 2篇 |
1976年 | 1篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1973年 | 1篇 |
1969年 | 1篇 |
1943年 | 1篇 |
排序方式: 共有639条查询结果,搜索用时 0 毫秒
61.
62.
63.
Kathryn L. Norsworthy 《International journal for the advancement of counseling》2003,25(2-3):145-156
Using a liberatory group approach, women and men from three countries in Southeast Asia, Thailand, Cambodia, and among refugees of Burma, analyzed gender-based violence within their cultural contexts. Group members also discussed strategies for transforming systems supporting violence against women into structures of peace and gender justice. The author briefly describes the group model employed in the project, based on principles from liberation theory and feminist psychology. Themes emerging from the analyses generated by group members are also presented along with preliminary recommendations for social change at the personal, family, community, institutional, and societal levels. 相似文献
64.
Jennifer Charteris Kathryn Jenkins Marguerite Jones Michelle Bannister-Tyrrell 《Discourse: Studies in the Cultural Politics of Education》2017,38(4):511-529
With the increasing casualisation of the teacher labour force, there is little written on the experiences of casual teachers and the challenges they face in brokering professional identities within constantly shifting and uncertain work contexts. Being a category bound casual teacher (a product of category boundary work) is a complex subject position. The aim of this article is to advance our understandings of the identity work inherent in casual relief teachers (CRTs) performativity. Anti-essentialist theories support this exploration of CRT subjectivities and processes of discourse appropriation. Using collective biography methodology as re-storied memory work, this article speaks back to neoliberal politics of casualisation. The stories draw attention to how both experienced practitioners and newly graduated teachers might ‘do’ category boundary work within the complexity of school politics as they navigate the uncertainty of gaining and maintaining employment in the Education market. 相似文献
65.
66.
Jennifer Charteris Kathryn Jenkins Michelle Bannister-Tyrrell Marguerite Jones 《Critical Studies in Education》2017,58(1):104-119
Produced through market relations of neoliberal managerialism, teacher subjectivities are becoming progressively commodified. With the increasing casualisation of the teaching workforce, the well-being and status of casual relief teachers (CRTs) can be seen as an area of concern, at risk of ‘flexploitation’. More than just a convenient labour pool, CRTs operate on the margins of school communities, a space fraught with a range of issues. In many instances, CRTs experience less job satisfaction; less rapport with students and colleagues and less access to school information, professional development, resources and teaching materials. This article draws on a positioning theory to frame the discursive production of CRT selves within the neoliberal milieu. It offers a detailed analysis of collective biographies that explore narrative formations of casual teaching. Schooling discourse is replete with metaphorical language that frames teacher positioning, and a range of existing metaphors in CRT literature highlight their vulnerability in particular. Rather than offering an analysis that addresses casual teacher performance as a problem to be solved, this article proposes that the relationship between ‘structural marginalisation and the ‘othering’ that CRTs can experience is associated with the politics of market-related performativity. 相似文献
67.
Jennifer Gore Rosie Joy Barron Kathryn Holmes Maxwell Smith 《The Australian Educational Researcher》2016,43(5):527-549
Internationally, the quality of teachers is a growing focus of educational reform, with new policies attempting to ensure that only the ‘best and brightest’ are selected for the teaching profession. This article tests the assumption underpinning these developments that prospective teachers lack the desired academic and personal qualities. Drawing on data on the career aspirations of 6492 Australian school students in Years 3–12, we investigated who, among these students, expressed interest in teaching and their reasons for doing so. Using logistic regression, we found that interest in teaching was widespread and prior academic achievement was not a significant predictor. Thematic analysis of reasons expressed for interest in teaching indicated that working with children and/or in specific subject areas, altruism, and perceptions of personal suitability for the job dominated student responses. These data provide a counter-narrative to the primacy, in policies for teacher recruitment and selection, of needing to attract ‘better’ students. We argue that policies for improving teacher quality should also capitalise on the widespread interest in teaching among school students. Without such a discursive broadening, we caution that current attempts to attract the ‘best and brightest’ risk undermining the very goals espoused. 相似文献
68.
Disruptive behavior, including aggression, defiance, and temper tantrums, typically peaks in early toddlerhood and decreases by school entry; however, some children do not show this normative decline. The current study examined disruptive behavior in 318 boys and girls at 2, 4, and 5 years of age and frustration reactivity, physiological regulation, and maternal behavior in the laboratory at 2 years of age. A latent profile analysis resulted in 4 longitudinal profiles of disruptive behavior, which were differentiated by interactions between reactivity, regulation, and maternal behavior. A high profile was associated with high reactivity combined with high maternal control or low regulation combined with low maternal control. Results are discussed from a developmental psychopathology perspective. 相似文献
69.
Emily C. Hanno Kathryn E. Gonzalez 《Journal of research on educational effectiveness》2020,13(1):3-28
AbstractStudent absenteeism is a widespread and critical issue in early childhood education. Current efforts to reduce student absenteeism in both preschool and K–12 settings have largely been family- and parent-focused interventions. Yet, interventions targeting teachers and schools may similarly be effective tools to improve student attendance. We utilize data from a large-scale, experimental evaluation of an early childhood professional development intervention to examine whether it impacted children’s absenteeism and chronic absenteeism. Although the professional development targeted the quality of teacher-child interactions and did not target children’s absenteeism, we find that the professional development reduced student absence rates by 1.0 percentage points (equivalent to approximately an additional 1.9?days of preschool). The professional development also reduced chronic absenteeism by 6.0 percentage points. Impacts were concentrated among lower-income children. Implications for policies targeting student absenteeism in preschool settings are discussed. 相似文献
70.
Kathryn Paige 《Asia-Pacific Journal of Teacher Education》2017,45(3):285-301
Educating for sustainability has been a key principle underpinning the primary/middle undergraduate teacher education programme at an Australian University for the past decade. Educating for sustainability seeks to provide knowledge and understanding of the physical, biological, and human world, and involves students making decisions about a range of ethical, social, environmental and economic issues, and acting upon them. This study (a part of the ongoing evaluation of our courses) focuses on pre-service teachers (PSTs) who have selected a minor in science and mathematics. Participatory and inclusive learning processes, transdisciplinary collaborations, experiential learning, and the use of local environment and community as learning resources as outlined by Sterling (2001) have formed the basis of much of our practice to develop PSTs’ confidence and competence to teach science. This paper explores one pedagogical practice, environmental pledges which the preservice teachers undertook for 15 weeks. The focus is on the impact that undertaking an environmental pledge has had on the personal and professional lives of two groups, first, four cohorts of final-year science and mathematics pathway PSTs, and second, a small group of early-career teachers who had completed the course in previous years. Data have been collected from final-year science and mathematics students and early-career teachers using ethnographic methods to provide insight into their experiences of using the pledge. 相似文献