全文获取类型
收费全文 | 424篇 |
免费 | 8篇 |
专业分类
教育 | 355篇 |
科学研究 | 7篇 |
各国文化 | 8篇 |
体育 | 19篇 |
文化理论 | 4篇 |
信息传播 | 39篇 |
出版年
2022年 | 3篇 |
2021年 | 4篇 |
2020年 | 6篇 |
2019年 | 14篇 |
2018年 | 18篇 |
2017年 | 25篇 |
2016年 | 22篇 |
2015年 | 10篇 |
2014年 | 20篇 |
2013年 | 81篇 |
2012年 | 5篇 |
2011年 | 8篇 |
2010年 | 9篇 |
2009年 | 10篇 |
2008年 | 8篇 |
2007年 | 12篇 |
2006年 | 10篇 |
2005年 | 13篇 |
2004年 | 7篇 |
2003年 | 10篇 |
2002年 | 11篇 |
2001年 | 12篇 |
2000年 | 6篇 |
1999年 | 8篇 |
1998年 | 5篇 |
1997年 | 6篇 |
1996年 | 6篇 |
1995年 | 2篇 |
1994年 | 5篇 |
1993年 | 5篇 |
1992年 | 5篇 |
1991年 | 4篇 |
1990年 | 2篇 |
1989年 | 5篇 |
1988年 | 5篇 |
1987年 | 3篇 |
1986年 | 4篇 |
1985年 | 2篇 |
1984年 | 4篇 |
1983年 | 7篇 |
1982年 | 6篇 |
1981年 | 2篇 |
1980年 | 8篇 |
1979年 | 3篇 |
1977年 | 2篇 |
1969年 | 1篇 |
1968年 | 1篇 |
1963年 | 2篇 |
1961年 | 1篇 |
1922年 | 1篇 |
排序方式: 共有432条查询结果,搜索用时 15 毫秒
111.
112.
113.
Suzanne Brownhill Kay Wilhelm Alan Watson 《Asia-Pacific Journal of Teacher Education》2006,34(1):5-26
Teachers recruited to a cohort study in 1978 were interviewed to elicit their views on issues surrounding the education system and teaching profession. Qualitative data were derived from a semi‐structured interview and quantitative data included a self‐report measure of temperament and character. The findings highlight a “mismatch” between the characteristics or attributes of teachers and the shifting role of teachers to accommodate administrative and “social work” duties for which they have not been trained. This shift, in turn, takes them away from their core business of teaching. Furthermore, a common attribute of cooperativeness in this teaching cohort is more aligned with the teaching role which may explain teachers' frustration in having to accommodate an independent working style of administrator. Greater use of administrative support staff and counseling services to free teachers to do what they have been trained is more likely to reduce levels of work dissatisfaction. Mentoring of new graduates is more likely to buffer the stress as they make the transition from a learning to a teaching environment. A mentoring matrix is offered which features a bi‐directional exchange of “tried and true ideas” of experienced teachers and “new ideas” of new graduates. 相似文献
114.
Jessica Goldstein Jessica Kay Flake 《Educational Assessment, Evaluation and Accountability》2016,28(3):273-293
American early childhood education is in the midst of drastic change. In recent years, states have begun the process of overhauling early childhood education systems in response to federal grant competitions, bringing an increased focus on assessment and accountability for early learning programs. The assessment of young children is fraught with challenges; psychometricians and educational researchers must work together with the early childhood community to develop these instruments. The purpose of this paper is to present a conceptual framework for the validation of such instrumentation and examine its implications for early childhood educators. We formulate a validity argument for early childhood assessments providing a pivotal link between validity theory and early education practice. Recommendations for the assessment field are also considered. 相似文献
115.
116.
This article's purpose is to improve the effectiveness of classroom teaching by proposing a specific program for continuous improvement toward instructional excellence. Total quality management (TQM) is a systematic approach which utilizes four main elements: quality defined by the customer, top leadership responsibility for quality improvement, increased quality through systematic analysis of work processes, and quality improvement by continuous effort conducted throughout the organization. A strategy for continuous classroom improvement is developed through an examination of various definitions of quality and a comparative analysis of dimensions of quality, service quality, and effective teaching which aims to inspire and give direction.James P. Gilbert is an Associate Professor of Operations Management at The University of Georgia. He received his MBA from Western Illinois University and Ph.D. from The University of Nebraska-Lincoln. His research interests include: total quality management methods, service management systems, and Japanese management techniques. Kay Keck is Director of Graduate Programs at The University of Georgia and teaches the first-year marketing course for MBA students. She obtained an MBA from the University of Kansas, and Ph.D. in Management Science from The University of Texas at Dallas. Her research interests center around sales management, services marketing, and applications of TQM in both sales and higher education. Ronald D. Simpson is Director of the Office of Instructional Development at The University of Georgia, where he also is professor of Higher Education and Science Education. He holds degrees from The University of Tennessee and The University of Georgia. 相似文献
117.
Self-Regulatory Mechanisms Governing Gender Development 总被引:5,自引:0,他引:5
This study tested predictions about development of gender-related thought and action from social cognitive theory. Children at 4 levels of gender constancy were assessed for their gender knowledge, personal gender standards, and gender-linked behavior under different situational conditions. Irrespective of gender constancy level, all children engaged in more same-sex than cross-sex typed behavior. Younger children reacted in a gender stereotypic manner to peers' gender-linked behavior but did not regulate their own behavior on the basis of personal gender standards. Older children exhibited substantial self-regulatory guidance based on personal standards. They expressed anticipatory self-approval for same-sex typed behavior and self-criticism for cross-sex typed behavior. Their anticipatory self-sanctions, in turn, predicted their actual gender-linked behavior. Neither gender knowledge nor gender constancy predicted gender-linked behavior. These results lend support to social cognitive theory that evaluation and regulation of gender-linked conduct shifts developmentally from anticipatory social sanctions to anticipatory self-sanctions rooted in personal standards. 相似文献
118.
Schoenfeld-Tacher Regina Jones Loretta L. Persichitte Kay A. 《Journal of Science Education and Technology》2001,10(4):305-317
Journal of Science Education and Technology - This study investigated the relationship of cognitive and demographic variables to learning outcomes from a multimedia Goal-Based Scenario (GBS) lesson... 相似文献
119.
Summary Diapering and feeding are two vitally important routines in meeting basic needs of infants. Such routine times provide opportunities
for enhancing infants' development through interaction with others. Feeding and diapering times are ideal for one-to-one interaction
with infants. Caregivers are encouraged to speak directly with children, asking questions and responding to infant vocalizations
with verbal and nonverbal (e.g., smile, head nod) communications. Adults can also label infant body parts as well as the items
used in the process of feeding and diapering. Singing simple songs and reciting rhymes can also be incorporated into routine
times.
Early childhood professionals educating and caring for infants are encouraged to review the procedures used in diapering and
feeding. Assessing whether procedures assure safe and healthy conditions for infants is an important component of quality
care. 相似文献
120.
Kay Whitehead 《History of education》2019,48(2):254-272
ABSTRACTThis article explores the establishment of Queen Elizabeth School (QES), the first government secondary school for girls in Northern Nigeria in 1956, and commemorations in 1961, 1981 and 2016. Connecting past and present, several invented traditions were deployed to socialise students, secure QES’s reputation and status, and foster national unity among Nigeria’s diverse peoples. In 1961, British Woman Education Officer Kathleen Player, the foundation principal, highlighted QES’s alignment with the traditions of the British Public school and its commitment to ‘unity in diversity’ following Nigeria’s independence in 1960. She was honoured during QES’s twenty-fifth anniversary in 1981, and new traditions promoted institutional and national loyalties. However, the 2016 commemoration coincided with the fiftieth anniversary of the assassination of Sir Ahmado Bello, the Premier of Northern Nigeria (1954–1966). In this context, Player’s legacy and the colonial past were marginalised in favour of Bello as founder of QES and symbol of national unity. 相似文献