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81.
82.
Louis Burgos 《European Journal of Psychology of Education - EJPE》2003,18(2):135-155
Our goal is to study the effects of early paternal involvement on a child’s socialization. Usually in works concerning the
question, we study the father’s contribution with questionnaires, we base our evaluation of involvement on the behavior declared
by the subject. We have attempted to analyze the affective dimension of this involvement. We have developed a model of the
father-child relationship which articulates the affective investment with the father’s functions (mediation and sanction).
Starting with this model, we analyzed the contents of ten nondirective interviews, then we ranked these ten fathers according
to their relationship with their children.
We have studied early socialization with the concept of mimesis, more pertinent than that of interaction. The social behavior
of ten children was observed in a nursery school class during a period of free time. Their conduct was placed into two categories:
behavior directed towards the peer or behavior directed towards conformity to the pupil’s social role. 相似文献
83.
Teachers’ capacity for organizational learning: the effects of school culture and context 总被引:1,自引:0,他引:1
This paper investigates how key elements of school culture are associated with teachers’ capacity to find and act on new information. We analyzed survey data from 3,579 teachers located in 117 schools which were a randomly selected sample from 9 states in the US. We found that school cultural components such as academic press, student support, and trust and respect among teachers promote teachers’ capacity for organizational learning. We also found that the role of teacher professional culture in molding the capacity for organizational learning is critical. In terms of school contexts, we identified that school level (elementary, middle, and high school) was associated with teachers’ capacity for organizational learning in 2 different ways. First, as the school level increases, the capacity for organizational learning tends to decrease. Second, as school level increases, the positive relation between reflective dialogue and teachers’ capacity for organizational learning is weakened. Implications of these results are discussed. 相似文献
84.
Cognitive performance on “An Inventory of Piaget's Developmental Tasks” (IPDT) was related to the Scholastic Aptitude Tests and performance in both college chemistry lecture and laboratory classes. The IPDT is a valid and reliable 72-item, untimed, multiple-choice paper-and-pencil inventory. It has 18 subtests grouped into five problem areas representing different Piagetian tasks. Subjects (n = 225) from two different levels of introductory chemistry courses participated. IPDT scores were significantly correlated with SAT and placement data. In overall Piagetian development, “A” students rated higher than others. Performance in classification and proportional reasoning problem areas correlated with course achievement, particularly for higher-level students. Weakest areas of development were indicated by subtest scores and are described with implications for course performance. Finally, Piagetian tasks were related to learning and instructional activities in introductory chemistry classes and are discussed. 相似文献
85.
ABSTRACTOne remarkable feature of the contemporary school landscape in England is the number of schools that have chosen the co-operative framework to shape their work and relationships. When a group of schools decides to become a co-operative trust, leadership challenges arise both in the process of establishing an inclusive collaborative cluster and in living out co-operative values. To add to the limited literature on co-operative school leadership, a study in a school cluster trust explored headteachers’, governors’ and teachers’ perspectives and beliefs through interviews, group discussions and questionnaires. These data sources revealed some of the motivations for, benefits of, and strategies to support inter-school collaboration guided by the co-operative values of democracy, solidarity, equality, equity, self-help and self-responsibility. Importantly, a range of perspectives on the extent to which leadership was viewed as, and appeared to be, an inclusive practice undertaken by all members of the cluster was identified. A particular contribution of this work is that it exemplifies resonances between the values and principles of the co-operative movement and those of the Leadership for Learning framework. Since these two models are being increasingly adopted and integrated into a variety of educational settings, the research findings may inform leadership practice more widely. 相似文献
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88.
Effects of student versus staff tutoring on student learning in a problem-based, health sciences curriculum were studied. Academic achievement of 334 tutorial groups guided by staff tutors was compared with achievement of 400 groups guided by student tutors. In addition, students rated their tutor's performance on four behaviors considered critical to facilitating student learning. Overall, students guided by a staff tutor achieved somewhat better. In terms of practical significance, the difference was, however, fairly small. Staff tutors were rated as more knowledgeable and their contributions as more relevant. In addition, they asked stimulating questions to a larger extent. However, an interaction effect was found between the ratings and the year of study: Peer tutors displayed the supportive behaviors more extensively in the first year, whereas staff tutors' ratings were higher as the curriculum advanced. These results were interpreted in terms of the cognitive congruence framework.Parts of this article have been presented to the Annual Meeting of the American Educational Research Association, Atlanta, GA, April, 1993. 相似文献
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90.
Thirty years after the fact, the Vietnam War continues to haunt the collective memory of the United States. One of the primary embodiments of that haunting is the image of a naked girl running down a road toward the camera, screaming in pain and terror from the napalm burns on her back and arms. The photograph, often dubbed “accidental napalm,” provides a complex construction of viewer response that was uniquely suited to the conditions of representation in the Vietnam era, while it reflects a continuing struggle within public culture since that time. In this essay, we offer a close reading of the photograph as a performance of public judgment, and we explore its subsequent history of appropriation. We argue that the photograph functions as a powerful emotional and inventional resource for animating moral deliberation and democratic dissent as it mediates the “stranger relationality” central to public engagement. At the same time, the image also motivates dominant narrative responses that reinscribe liberal ideology to inhibit collective memory and public accountability. This ambivalence in the circulation of the iconic image is grounded in fundamental affinities between photographic representation, public culture, and mass media. 相似文献