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MARGARET L. FONG 《Counselor Education & Supervision》1998,38(2):106-112
This response to Nelson and Neufeldt (1998) and Granello and Hazler (1998) discusses their reviews of the constructivist and developmental models in guiding counselor education. Models for diverse learners are suggested. 相似文献
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THE RELATIONSHIP BETWEEN CEQ RATINGS AND INSTRUCTOR'S RANK, CLASS SIZE, AND COURSE LEVEL 总被引:3,自引:0,他引:3
A study was conducted to determine if the tendency for faculty members of higher rank to receive the highest ratings on the Illinois Course Evaluation Questionnaire (CEQ) remained when variables such as class size and course level were taken into account. The relationship between CEQ ratings and instructor's rank, class size, and level of course was examined by means of multivariate analysis of variance (MANOVA). Dependent variables were the six subscales of the CEQ. As hypothesized there were no significant differences in ratings assigned by students in small (1-20 students), medium (21-40 students), and large (over 40 students) classes, or received by teaching assistants, instructors, and assistant, associate, and full professors. Highly significant differences, however, were found in ratings assigned by students in freshman, sophomore, junior, senior, and graduate level courses. In addition, significant size by level and size by rank interaction effects were found. Discriminant functions computed for effects found to be significant yielded information concerning the extent and direction of these significant differences. 相似文献
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MARGARET L. FONG L. DIANNE BORDERS CORRINA A. ETHINGTON JAMES H. PITTS 《Counselor Education & Supervision》1997,37(2):100-114
This study investigated the cognitive development of counseling students during their training program. Results suggest a need to emphasize student cognitive development as strongly as skills development in graduate programs. 相似文献
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MARGARET CALLAGHAN CHARLIE CRANMER MURRAY ROWAN GERDA SIANN FIONA WILSON 《Gender and education》1999,11(2):161-177
A questionnaire concerned with gender issues was completed by 2029 women and 2137 men students at a Scottish University. Of the women respondents, 1252 answered a question about whether they thought of themselves as feminists; 5% ticked 'always', 9% 'often', 59% 'occasionally' and 27% 'never'. Women in the 36-45 year old age bracket and postgraduate women were most likely to identify as feminists. This question was included in a factor analysis with items concerning gender roles. It loaded strongly only on the third factor, which linked strong feminist identification to an endorsement of an essentialist model of gender differences. Analysis of extended comments in response to a question about the image of feminism indicated that both male and female students were affected by negative stereotypes of feminism in the media. It was concluded that the study showed a somewhat stronger level of identification with feminism than previous studies. 相似文献
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