全文获取类型
收费全文 | 186篇 |
免费 | 1篇 |
专业分类
教育 | 133篇 |
科学研究 | 14篇 |
各国文化 | 3篇 |
体育 | 10篇 |
文化理论 | 2篇 |
信息传播 | 25篇 |
出版年
2023年 | 5篇 |
2022年 | 3篇 |
2021年 | 3篇 |
2020年 | 12篇 |
2019年 | 9篇 |
2018年 | 22篇 |
2017年 | 13篇 |
2016年 | 11篇 |
2015年 | 1篇 |
2014年 | 6篇 |
2013年 | 39篇 |
2012年 | 9篇 |
2011年 | 5篇 |
2010年 | 1篇 |
2009年 | 2篇 |
2008年 | 3篇 |
2007年 | 2篇 |
2006年 | 4篇 |
2004年 | 1篇 |
2003年 | 1篇 |
2002年 | 1篇 |
2001年 | 2篇 |
2000年 | 1篇 |
1996年 | 1篇 |
1994年 | 2篇 |
1993年 | 1篇 |
1991年 | 4篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 3篇 |
1987年 | 3篇 |
1986年 | 1篇 |
1984年 | 3篇 |
1981年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1970年 | 3篇 |
1965年 | 1篇 |
1963年 | 1篇 |
1961年 | 2篇 |
1959年 | 1篇 |
排序方式: 共有187条查询结果,搜索用时 15 毫秒
171.
Jelena Vranješević 《欧洲教育》2016,48(1):63-78
This article explores the potential of teacher leadership as a strategy to promote intercultural education by empowering parents and members of ethnic minority groups to participate in the life of the school. It links the idea of participation for social justice with the goals of intercultural education within the context of the APREME (Advancing Participation and Representation of Ethnic Minority Groups in Education) project, which is located within a wider program of research, development, and advocacy designed to promote inclusion and social cohesion in the western Balkans. The outcomes of this action-based stage of the program are presented in the form of vignettes that portray teachers’ projects designed to enable parents and community members to participate more fully in the life of the school. Conclusions are drawn about the relationship between teacher leadership and a transformative approach to the intercultural education. 相似文献
172.
173.
Rada Iveković 《Inter-Asia Cultural Studies》2013,14(1):45-63
Abstract From Modernity on, there has been continuity for the ‘West’ and interruption for non‐European cultures, histories and languages, for which indeed there is supposed to be only discontinuity with their own antiquity. Their own past counts as ‘premodern’ or ‘traditional’, and thus as belated compared with universalised Modernity. This is so because Modernity itself is normative, and it is normative because it was universalised. The norm of Modernity and the dignity of the modern ‘political’ has been spread through western idioms: through the western normativity of the political, such concepts as democracy, revolution, state, republic and the like will have their patterns in ‘Europe’ and in the ‘West’, while all other political concepts and terms, when contributed to a world dictionary of political terms, will denote merely exceptions. Modernity has been one of the great splits or disjunctions that froze some norms in history, making them become patterns: from that time on, western modernity (first western, then ‘western’ and finally ‘universal’…) has constructed an unbroken genealogical origin for its own concepts and episteme as ‘universal’, and has proposed/imposed them to the planet. The patterns of selection, exception and exclusion of Modernity, which posit the subject as an ‘autonomous’ figure mirrored and complementary of (state) sovereignty – while referring it to the hegemonically dominant model – have not altogether disappeared today. They are merging and mutating into, and coextensive with, configurations of multiple power vectors within non‐transparent networks of blurred and crossed hierarchies with novel, and maybe more volatile, forms of production, of integration and of institution, where again, although in a completely new way, collective action, the sharing and federation of knowledge transcend individual subjectivity while reaching out to both old and new forms of association. 相似文献
174.
175.
176.
Although computerization was included in the midterm development programme of the University of Zagreb for the 1986‐1990 period, the results obtained by the end of this period had not proved completely satisfactory. Consequently, in mid‐1990, the Rector appointed a Working Group for the Advancement of Computerization. It has developed a comprehensive plan for the creation of a sophisticated and comprehensive informatics network including all the various types of components needed to generalize computing and informatics at all levels and for all purposes throughout the University. It is also planning for the integration of this system into the various Yugoslav and international computer networks. So that all students will be computer‐literate, an element of computer science will be integrated into all course programmes. 相似文献
177.
Shanna van Trigt Cristina Colonnesi Eddie Brummelman Terrence D. Jorgensen Milica Nikolić 《Child development》2023,94(4):e181-e196
Self-conscious emotions arise from evaluating the self through the eyes of others. Given that children with autistic traits may experience difficulties with understanding others' minds, they might show less attuned self-conscious emotions. Two-to-five-year-old children's (N = 98, Mage = 48.54 months, 50% girls, 92% White) self-conscious emotions (guilt, embarrassment, and shame-like avoidance) were observed after children “broke” the experimenter's favorite toy. Data were collected from March 2018 till June 2019. Children with more autistic traits showed less theory of mind (ToM), and more shame-like avoidance, but associations were not mediated by ToM. This provides initial evidence that children with more autistic traits may show disturbances in some but not all self-conscious emotions, which could hinder their social functioning. 相似文献
178.
Ximena A. Portilla Parissa J. Ballard Nancy E. Adler W. Thomas Boyce Jelena Obradović 《Child development》2014,85(5):1915-1931
This study investigates the dynamic interplay between teacher–child relationship quality and children's behaviors across kindergarten and first grade to predict academic competence in first grade. Using a sample of 338 ethnically diverse 5‐year‐old children, nested path analytic models were conducted to examine bidirectional pathways between children's behaviors and teacher–child relationship quality. Low self‐regulation in kindergarten fall, as indexed by inattention and impulsive behaviors, predicted more conflict with teachers in kindergarten spring and this effect persisted into first grade. Conflict and low self‐regulation jointly predicted decreases in school engagement which in turn predicted first‐grade academic competence. Findings illustrate the importance of considering transactions between self‐regulation, teacher–child relationship quality, and school engagement in predicting academic competence. 相似文献
179.
Pavle Mikulić Tomislav Smoljanović Ivan Bojanić Jo Hannafin Zbreveeljko Pedisbreveić 《Journal of sports sciences》2013,31(4):361-366
Abstract In this study, we assessed the extent to which 2000-m rowing ergometer performance predicted final rankings at the World Junior Rowing Championship in a sample of 398 junior rowers competing in 13 events. The rowers' ergometer performance times were examined using a questionnaire, and in all 13 events they correlated (P ≤ 0.039) with the final rankings at the Championship. The strongest correlations were observed for ergometer performance times in junior women's single sculls (r = 0.92; P < 0.001), followed by junior men's single sculls (r = 0.80; P < 0.001) and junior women's double sculls (r = 0.79; P < 0.001). The observed correlations were higher for smaller boats – singles, doubles, and pairs (r = 0.64–0.92; P ≤ 0.025) – than for larger boats – quads, fours, and eights (r = 0.31–0.70; P ≤ 0.039). Linear regression analyses were used to construct regression equations to predict final rankings based on 2000-m rowing ergometer performance times for each event. Although correlations in 10 of the 13 events were above r = 0.5, the large standard errors of the estimate impaired the prediction of rankings in all of the studied events. Using these equations, the most probable rowing ergometer performance times required for a particular ranking in a given rowing event might easily be calculated. 相似文献
180.
Victoria Crisp Martin Johnson Nadežda Novaković 《British Educational Research Journal》2012,38(5):813-839
This research investigated whether features of examination questions influence students with dyslexia differently to others, potentially affecting whether they have a fair opportunity to show their knowledge, understanding and skills. A number of science examination questions were chosen. For some questions two slightly different versions were created. A total of 54 students considered by their teachers to have dyslexia and a matched control group of 51 students took the test under exam conditions. A dyslexia screening assessment was administered where possible and some students were interviewed. Facility values and Rasch analysis were used to compare performance between the versions of the same question and between those with and without dyslexia. Chi‐square statistics found no statistically significant differences in performance between groups or between question versions. However, some tentative implications for good practice can be inferred (e.g. avoiding ambiguous pronouns, using bullet points). 相似文献