全文获取类型
收费全文 | 528篇 |
免费 | 2篇 |
专业分类
教育 | 376篇 |
科学研究 | 25篇 |
各国文化 | 8篇 |
体育 | 53篇 |
信息传播 | 68篇 |
出版年
2021年 | 6篇 |
2020年 | 11篇 |
2019年 | 16篇 |
2018年 | 23篇 |
2017年 | 11篇 |
2016年 | 13篇 |
2015年 | 5篇 |
2014年 | 11篇 |
2013年 | 155篇 |
2012年 | 11篇 |
2011年 | 11篇 |
2010年 | 7篇 |
2009年 | 8篇 |
2008年 | 11篇 |
2007年 | 5篇 |
2006年 | 10篇 |
2005年 | 11篇 |
2004年 | 9篇 |
2003年 | 9篇 |
2002年 | 9篇 |
2001年 | 4篇 |
2000年 | 7篇 |
1999年 | 5篇 |
1998年 | 6篇 |
1997年 | 6篇 |
1996年 | 5篇 |
1995年 | 6篇 |
1994年 | 5篇 |
1993年 | 4篇 |
1992年 | 6篇 |
1991年 | 13篇 |
1990年 | 7篇 |
1989年 | 4篇 |
1988年 | 5篇 |
1987年 | 5篇 |
1985年 | 5篇 |
1984年 | 10篇 |
1983年 | 8篇 |
1981年 | 3篇 |
1979年 | 6篇 |
1978年 | 5篇 |
1977年 | 3篇 |
1976年 | 6篇 |
1974年 | 3篇 |
1973年 | 4篇 |
1970年 | 3篇 |
1960年 | 2篇 |
1935年 | 2篇 |
1934年 | 2篇 |
1868年 | 5篇 |
排序方式: 共有530条查询结果,搜索用时 31 毫秒
101.
Lynda Fender Hayes Dorene Doerre Ross 《International journal of qualitative studies in education》2013,26(4):335-350
As teacher educators have worked to encourage teachers to become more reflective, they have noted the important role that school context plays in supporting or constraining reflection in action. This study describes one kindergarten teacher's experiences in two contrasting school contexts. The study documents the leadership styles, school organizational structures and resources, faculty‐administration communication processes, and curriculum decision‐making practices that promoted or hindered the teacher's ability to reflect. Data analysis revealed striking contrasts between the two schools. These differences had an impact on the curriculum provided by the teacher, her ability and willingness to accept responsibility for her professional decisions, and her self‐confidence and job satisfaction. The study concludes with suggestions for teacher educators interested in helping their graduates find and maintain contexts supportive of reflective practice. 相似文献
102.
Taking a positive view is a fruitful way to prompt educators to reflect on and to develop their practice. Teachers, teacher educators and children bring a wide range of ideas that provide a powerful basis for developing understanding of the complexities of classroom practice. Using appreciate inquiry the authors show how they developed their understanding of professional development as they worked with groups of teachers who investigated their science teaching practice with young children and produced case studies of practice. The authors also show how the roles and ideas of themselves as university tutors were challenged and emerged to suit the range of contexts involved. Their view of Continuing Professional Development was influenced by the lived experiences of the teachers and themselves. They worked to systematise learning through identifying commonalities of experience and reflection along four dimensions: creating spaces for growth; working with emergent purposes; action research as rhizomatic growth; and collaborative and collective action. The rich variety of outcomes shows the value of creating space for growth for children and for adults. The energy and enthusiasm liberated motivated the participants to explore their worlds in ways that were difficult to predict at the start of the project. 相似文献
103.
Wilbur Jones Kay President Warren C. Shaw Secretary‐Treasurer 《Quarterly Journal of Speech》2013,99(1):92-93
THE LEGISLATIVE STRUGGLE. By Bertram M. Gross. New York: McGraw‐Hill Book Co., 1953; pp. xviii+472. $6.50. MASON'S MANUAL OF LEGISLATIVE PROCEDURE. By Paul Mason. New York: McGraw‐Hill Book Co., 1953; pp. 640. $6.50. I AM HAPPY TO PRESENT. By Guy R. Lyle and Kevin Guinagh. New York: The H. W. Wilson Company, 1953; pp. 265. $3.00. THE MIRACLE OF LANGUAGE. By Charlton Laird. New York: The World Publishing Co., 1953; pp. xii+308. $4.00. PHONETICS IN ANCIENT INDIA. By W. S. Allen. London Oriental Series, Volume 1. London: Oxford University Press, 1953; pp. x+96. $3.00. SUPERVISING PEOPLE. By George D. Halsey. (Revised edition). New York: Harper &; Brothers, 1953; pp. 238. $3.00. COMMUNICATION IN MANAGEMENT. By Charles E. Redfield. Chicago: The University of Chicago Press, 1953; pp. xvi+290. $3.75. ADULT EDUCATION, THE COMMUNITY APPROACH. By Paul H. Sheats, Clarence D. Jayne, and Ralph B. Spence. New York: Dryden Press; pp. xiii+530. $5.75. THE ART OF EFFECTIVE TEACHING. By C. B. Eavey. Grand Rapids: Zondervan Publishing House, pp. 298. $3.75. HOW TO BECOME A BETTER READER. By Paul Witty. Chicago: Science Research Associates, Inc., 1953; pp. viii+304. $5.00. READING ALOUD. By Wayland Maxfield Parrish. (Third Edition). New York: The Ronald Press Company, 1953; pp. iv+572. $4.25. TIME FOR TRUE TALES AND ALMOST TRUE. By May Hill Arbuthnot. New York: Scott, Foresman and Co., 1953; pp. 396. $3.50. THE COLLECTED PLAYS OF W. B. YEATS. By W. B. Yeats. New York: The Macmillan Company, 1953; pp. 446. $5.00. THE AUTOBIOGRAPHY OF WILLIAM BUTLER YEATS. New York: The Macmillan Company, 1953; pp. 344. $5.00. TILBURY TOWN: SELECTED POEMS OF EDWIN ARLINGTON ROBINSON. By Lawrence Thompson. New York: The Macmillan Company, 1953; pp. xvi+144. $3.50. THESE THAT I HAVE LOVED. AN ANTHOLOGY OF LIVING POETRY AND PROSE. By Mildred Welker Hufstater. New York: Pageant Press, 1953; pp. xiv+112. $3.00. LITERARY MASTERPIECES OF THE WESTERN WORLD. Edited by Francis H. Horn. Baltimore: Johns Hopkins Press, 1953: pp. xix+255. $3.50. 相似文献
104.
Warren H. Gardner 《Quarterly Journal of Speech》2013,99(3):270-272
Team sport apologia are rooted in the ethic of the sport world. Sport figures defend their characters when their conduct appears to the fans to be inconsistent with that ethic. Sport personalities not only attempt to “repair” their public image, but they also reassure fans that they are committed to their teams and the ethic of their sport. They express sorrow for offending others, assert a desire to play the game, and ignore situational detail that could undermine their apologies. 相似文献
105.
The educational objectives of the high school speech contest 总被引:1,自引:1,他引:0
Warren T. Kingsbury 《Quarterly Journal of Speech》2013,99(3):474-477
106.
107.
108.
109.
110.