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431.
Ken Reid 《Educational studies》2011,37(1):31-48
In 2009, the Welsh Assembly Government published its Report on the review of behaviour and attendance in schools in Wales. The National Behaviour and Attendance Review (NBAR) in Wales was chaired by the author of this paper. Both the Review and the Welsh Assembly Government’s response contained recommendations related to the training and professional development needs of staff in schools and local authorities (LAs). A paper on the professional development needs of staff on behaviour and attendance based on the NBAR recommendations is published in the same edition of this journal. This follow‐up paper focuses upon the Welsh Assembly Government’s response to these recommendations and its implementation plan on which the author acted as the professional adviser. The Welsh Assembly Government accepted with cross‐party support that the training and professional development needs of teachers and LA staff in behavioural management and school attendance had been neglected over many years. For the first time, coordinated new training and continuing professional development programmes on behavioural management and school attendance will be introduced in Wales soon. The next stage will be to evaluate the effectiveness of these programmes. 相似文献
432.
While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the challenges and the lessons learned from each of the countries with regard to the development and strengthening of pre- and in-service training. The tension between quality, breadth and cost-effectiveness is explored together with a broader discussion of key principles to be taken into account when enhancing teacher education in the region as a whole. 相似文献
433.
Autism spectrum disorder (ASD) refers to several conditions that share the feature of persistent social impairment. The rate of ASD diagnosis has climbed to one in 88 (CDC, 2012), and increasing numbers of individuals with ASD attend college. College students with ASD may share academic challenges related to critical thinking, executive functioning, and classroom anxiety. These challenges can manifest in the classroom, and there are a number of simple strategies for instructors that directly address characteristics of ASD. These strategies are not just good for students on the spectrum, but they can benefit other learners as well. 相似文献
434.
Ken Scott Tennie Sanders-McBryde 《Community College Journal of Research & Practice》2013,37(2):146-149
ABSTRACTThe American Association of Community Colleges has determined over 40% of the population attending a post-secondary institution is enrolled in a two-year community college. The majority of this student population could be described as nontraditional, including first-generation students, underrepresented populations, and single parents working full or part-time jobs while attending classes. This student population is more likely to experience stress and anxiety, increasing their need for mental health services. Despite this demonstrated need, there has been little research conducted on two-year community college campuses relating to mental health services. The purpose of this article is to discuss the need for research on mental health needs and services at two-year community colleges. 相似文献
435.
When a covariance structure model is misspecified, parameter estimates will be affected. It is important to know which estimates are systematically affected and which are not. The approach of analyzing the path is both intuitive and informative for such a purpose. Different from path analysis, analyzing the path uses path tracing and elementary numerical analysis to identify affected parameters when a 1-way or 2-way arrow in a path diagram is omitted. It not only characterizes how a misspecification affects model parameters but also facilitates a good understanding of the relation among different parts of the model. This article introduces and studies this technique and, for commonly used models, provides detailed analysis to identify the directions of change for various model parameters. Examples based on real data show that the technique of analyzing the path can reliably predict the direction of change in parameter estimates even when the true model is unknown. Conditions that interfere with the results are also discussed and advice is provided for its proper application. 相似文献
436.
Ken Gibson 《Teachers and Teaching》2013,19(1):3-15
In contrast to subjects such as mathematics and the sciences, it has been argued that technology education lacks a clear definition and a clearly defined knowledge base. This discursive article seeks to inform the debate by highlighting the matter of subject definition and in addition to examine the key issue of the knowledge which underpins technology education. The nature of the knowledge involved in technology education is explored by focusing on the types of knowledge (declarative/conceptual, procedural and conditional/strategic) that are required to secure full engagement with this subject. Drawing on extant literature on knowledge, the article takes technology as its focus and highlights the challenges this presents for teachers. A conceptual framework based on the presented evidence is included to show the relationships between knowledge and the skills, the problem‐solving and the values that are integral to technology education. This article concludes that to be effective, technology teaching must be based upon an appropriate subject definition indicating what it is endeavouring to achieve. In addition the existence of such a specialist subject knowledge base must be fully acknowledged, and at the same time there must be full recognition of the need to draw upon relevant knowledge from other subject areas in an appropriate manner in order to inform classroom teaching of the subject. 相似文献
437.
Richard Medcalf Joe Marshall Ken Hardman John Visser 《Emotional and Behavioural Difficulties》2013,18(2):189-206
This research has studied how children and young people, who are deemed by their school to have social, emotional and behavioural difficulties (SEBD), experience the National Curriculum of Physical Education (PE) in England. Research has previously highlighted the physical, social, affective and cognitive benefits of participation in PE. Furthermore, practical, physical and expressive creative experiences in education have been cited as being an important constituent when educating children with SEBD. However, research has yet to address the experiences of the child with SEBD alongside the ideological benefits of their participation in physical education. After a period of sensitisation to the field in a number of pilot schools, 24 weeks in total were spent immersed in the cultures of two mainstream schools in the west of England. After six weeks of local familiarisation, during which field notes and research diaries were kept, weekly interviews with each of six case study participants commenced. In this research, a PE environment afforded opportunities to spend time and build trust through co-participation in the negotiation of socially constructed roles in the subject. The six case study participants, whose experiences were explored, make reference to, amongst others: their affinity towards the physical nature of PE, and the perception of it being a subject allowing for freedoms not found elsewhere in the curriculum as well as one which cemented both the positive and negative social systems in relation to their relationships with peers. Inductive processes of analysis utilising constant comparison methods between data sources have generated data which show signs of both the idiosyncratic nature of multiple truths and some common ground in their experiences. 相似文献
438.
It is widely acknowledged that in order to improve the quality of education in primary schools in developing countries there is a need to place pedagogy and its training implications at the centre of teacher education reform. Like many countries in Eastern and Southern Africa, Tanzania has introduced various initiatives and reforms to improve the quality of teacher education at the pre- and in-service stages. Drawing on evidence from a baseline study of primary teacher interactional and discourse practices, and a review of teacher training colleges, this paper explores the training needs of teacher educators in Tanzania who, in the light of recent reforms to teacher education, will be responsible for education and training at the pre and in-service levels. 相似文献
439.
Ken Reid 《Educational studies》2003,29(4):351-371
This paper focuses upon a long-term strategic approach to tackling school absenteeism and truancy within secondary schools. It utilises a tiered colour-coded concept to monitor the progress of pupils within the groups and subsequently take the appropriate action. The PSCC scheme combines attainment and attendance data collected from pupils' primary schools with monitoring and enhancement strategies within the secondary school. The scheme enables schools to tackle their long-term absentees and erratic attenders as well as those who have learning and/or special needs. Over a five-year period, properly implemented, the scheme has the potential to help to transform the prevailing culture within low attendance schools. The PSCC model utilises school change strategies in a dynamic manner in order to improve the attendance, behaviour and learning support needs of pupils which, in turn, can help to raise standards and attainment levels. It can also help to improve parents' attitudes towards their children's school. Finally, it provides a managerial focal point for staff to combat pupils' absence utilising a whole school approach. 相似文献
440.
Ken Reid 《Pastoral Care in Education》2005,23(1):12-18
This article explores the implications of the publication of the Green Paper on Every Child Matters , which proposes the most radical changes in services for children and their families since the Children's Act, 1988. The Green Paper focuses upon improving every level of professional support for children perceived to be vulnerable and in need. The legislation and subsequent changes will bring about a whole new agenda and philosophy that will directly or indirectly involve every school, teacher, paraprofessional and educational support service. It will also involve changes in supporting parents and carers, and lead to earlier intervention, more accountability and integration between services as well as enhancing workforce reform. In conjunction with the Anti-Social Behaviour Act, 2003, it will provide a new impetus for tackling truancy and disruptive conduct. It is also likely to lead to a rethink about the wider role of schools and aspects of pastoral care practice. Its implementation will require a reassessment of the continuing professional training needs of all teachers and senior professionals working in schools and in related activities such as education social work. The legislation will mean that schools are likely to become all-the-year-round community centres with amended opening hours in order to meet the needs of disadvantaged youngsters and their families. 相似文献