全文获取类型
收费全文 | 58篇 |
免费 | 0篇 |
专业分类
教育 | 43篇 |
科学研究 | 1篇 |
信息传播 | 14篇 |
出版年
2013年 | 1篇 |
2009年 | 1篇 |
2008年 | 2篇 |
2007年 | 1篇 |
2005年 | 1篇 |
2003年 | 1篇 |
1999年 | 1篇 |
1998年 | 3篇 |
1997年 | 3篇 |
1996年 | 1篇 |
1995年 | 2篇 |
1994年 | 4篇 |
1993年 | 4篇 |
1992年 | 3篇 |
1991年 | 3篇 |
1990年 | 4篇 |
1989年 | 2篇 |
1988年 | 3篇 |
1986年 | 2篇 |
1984年 | 2篇 |
1981年 | 2篇 |
1979年 | 1篇 |
1976年 | 3篇 |
1974年 | 1篇 |
1971年 | 4篇 |
1970年 | 1篇 |
1967年 | 1篇 |
1961年 | 1篇 |
排序方式: 共有58条查询结果,搜索用时 0 毫秒
21.
The effect of teaching experience on school counselor performance was examined by comparing principals' ratings of counselors with previous teaching experience to counselors certified without classroom teaching experience. 相似文献
22.
In separate analogue and naturalistic studies, we investigated the impact of ego level on the counseling ability of beginning and advanced students. 相似文献
23.
MARGARET E. KING‐SEARS 《Support for Learning》2008,23(2):55-62
As policy makers and educators respond to legislation promoting the inclusion of students with disabilities in general education classrooms, there is sometimes confusion about why this is being done and how it can be accomplished effectively. In this article, two categories of fallacies, or misunderstandings, are identified. The first fallacy is that students with disabilities are incapable of learning the general education curriculum. The second fallacy is that teachers are required to ‘cover’ the entire curriculum, sometimes at a pace that leaves students with and without disabilities behind. Facts are presented following each fallacy. These facts describe research‐based pedagogies effective for students with and without disabilities, indicating that students with mild disabilities can learn the general education curriculum when responsive pedagogies are used. These facts also describe how schools that promote differentiation can potentially achieve higher scores on large‐scale assessments than schools that promote ‘one size fits all’ instruction. 相似文献
24.
MARGARET ISSITT 《Support for Learning》2008,23(4):201-207
In this article the author, as a practitioner, discusses the poetry she wrote by adapting the actual words and phrases of students with special educational needs in a research study to investigate their literacy acquisition. The poetic text gave an insight into the concerns the students had and the difficulties they were encountering and also the way that the student recognised the value of the teacher. The participation of a practitioner in writing poetry in this context has the potential to give him/her an in‐depth knowledge that will result in self‐reflection and also be a valuable contribution to educational debate within the school or college. 相似文献
25.
JOHN ISSITT 《Journal of Philosophy of Education》2007,41(3):381-393
This article traces three features of contemporary educational thought that at first sight appear to be quite different and distinct, but are, it is argued, linked in a discursive formation that constitutes a regime of truth in educational thinking and policy. Using Foucauldian categories, it argues that a discursive formation connects the identity of the 'autonomous learner' with the 'evidence-based' movement, via the powerful scientific discourse of cognitive psychology—in particular through the notion of 'metacognition'. Despite the rhetoric of personal empowerment and science that seems to legitimate each of these three elements, the regime of truth that results from their combination confirms us as prisoners in Plato's Cave—manacled so that all we can see is the shadow-play on the walls of our prison. 相似文献
26.
MARGARET ZOLLER BOOTH 《比较教育学》1997,33(3):433-451
This study analyses the actual and perceived significance of schooling on the lives of rural people in Swaziland. It compares and contrasts the Swazi public's attitudes towards and participation in Western education during the colonial period with the present day. Through interviews with Swazi parents, students and teachers, the study finds that, as during the colonial period, parents feel alienated from the school as an institution. As today's Ministry of Education strives to incorporate a stronger technical aspect to the school curriculum, parents view school as a place primarily for academics. These attitudes are directly related to their keen awareness of the strong correlation between education and modern sector employment. This is particularly notable because now, in contrast to the colonial period, all parents strongly desire a formal education for their children and have high professional aspirations for them. 相似文献
27.
L. DiANNE BORDERS JANINE M. BERNARD H. ALLAN DYE MARGARET L. FONG PATRICIA HENDERSON DON W. NANCE 《Counselor Education & Supervision》1991,31(1):58-80
A standardized curriculum that can be applied to a variety of supervisor training programs is presented. Suggestions for implementation and research are included. 相似文献
28.
29.
30.
MARGARET J. DIXON 《Archival Science》2005,5(2-4):285-313
Case files are voluminous and present challenges to archivists, government departments, and other institutions that are charged
with the responsibility of managing these records either throughout or at various stages of their life cycle. To date, archivists
and records administrators, both in Canada and worldwide, have recognized the case file challenge and are rethinking solutions
for dealing with this persistent problem. This article argues that by building on our cumulative knowledge acquired through
years of applying macroappraisal and functional analysis to the appraisal of government records, and staking out a modern
definition of “case file records” based on their transactional characteristics, we indeed do have the skills and the expertise
to tackle the problem and develop a new solution for case file records. Rather than taking a piecemeal approach or relying
on sampling techniques, Library and Archives Canada (LAC) Case Files Appraisal Working Group (CFAWG)1 demonstrates how to consistently make keep-destroy appraisal decisions for the disposition of operational case file records.2 相似文献