全文获取类型
收费全文 | 1256篇 |
免费 | 30篇 |
专业分类
教育 | 1023篇 |
科学研究 | 22篇 |
各国文化 | 18篇 |
体育 | 41篇 |
文化理论 | 4篇 |
信息传播 | 178篇 |
出版年
2022年 | 9篇 |
2021年 | 9篇 |
2020年 | 15篇 |
2019年 | 24篇 |
2018年 | 35篇 |
2017年 | 43篇 |
2016年 | 42篇 |
2015年 | 32篇 |
2014年 | 33篇 |
2013年 | 306篇 |
2012年 | 32篇 |
2011年 | 43篇 |
2010年 | 23篇 |
2009年 | 23篇 |
2008年 | 43篇 |
2007年 | 27篇 |
2006年 | 32篇 |
2005年 | 27篇 |
2004年 | 25篇 |
2003年 | 20篇 |
2002年 | 28篇 |
2001年 | 21篇 |
2000年 | 13篇 |
1999年 | 18篇 |
1998年 | 14篇 |
1997年 | 12篇 |
1996年 | 37篇 |
1995年 | 16篇 |
1994年 | 26篇 |
1993年 | 26篇 |
1992年 | 20篇 |
1991年 | 17篇 |
1990年 | 21篇 |
1989年 | 13篇 |
1988年 | 10篇 |
1987年 | 6篇 |
1986年 | 9篇 |
1985年 | 11篇 |
1984年 | 15篇 |
1983年 | 14篇 |
1982年 | 11篇 |
1981年 | 9篇 |
1980年 | 11篇 |
1979年 | 11篇 |
1978年 | 6篇 |
1977年 | 13篇 |
1971年 | 3篇 |
1969年 | 3篇 |
1967年 | 4篇 |
1966年 | 3篇 |
排序方式: 共有1286条查询结果,搜索用时 31 毫秒
101.
Nancy K. Turner 《Teaching in Higher Education》2013,18(6):592-602
Self-belief is argued here to be a key aspect of employability development that has been largely under conceptualisation in terms of what the construct may mean and how it may be developed through higher education (HE) study. This paper proposes three fundamental beliefs that need to be fostered in order to develop student self-belief: (1) that ability can be improved; (2) that one has the ability to achieve one's goals; and (3) that the environment will allow for goal attainment. Self-belief needs to be developed within the HE curriculum in the context of disciplinary knowledge and skills. The factors that may influence the development of these beliefs within the curriculum will be explored along with implications for practice that may support the development of self-belief and contribute to the production of employable graduates from HE. 相似文献
102.
Stephen D. Ritchie Mary Jo Wabano Rita G. Corbiere Brenda M. Restoule Keith C. Russell Nancy L. Young 《Journal of Adventure Education & Outdoor Learning》2013,13(4):350-370
Indigenous voices are largely silent in the outdoor education and adventure therapy literature. The purpose of this research collaboration was to understand how a 10-day outdoor adventure leadership experience (OALE) may promote resilience and well-being for Indigenous youth through their participation in the program. The process was examined through a community-based participatory research project that sought insight from the perspectives of one First Nations community in Canada. The OALE was implemented with six different groups for a total of 43 youth participants (ages 11.9–18.7 years) from Wikwemikong Unceded Indian Reserve in northeastern Ontario. Field data were collected from multiple sources including participant interviews, journals, focus groups, and talking circles. Using a critical ethnographic lens, we analyzed the data inductively to understand how the OALE promoted resilience and well-being. We listened to Indigenous voices, adhered to principles of Indigenous coding for thematic content and respected Indigenous ways of knowing for interpreting results. The process of connecting to the Good Life (Anishinaabe Bimaadziwin) or waking up (nsidwaaswok) to the Good Life emerged as the dominant theme. Connecting to the Good Life may offer a simple yet compelling way to understand the net impact of the OALE. 相似文献
103.
Nancy Hirschinger‐Blank Michael W. Markowitz 《Journal of Criminal Justice Education》2013,24(1):69-86
This article focuses on a pilot service‐learning program implemented with undergraduate students enrolled in a juvenile delinquency course. An evaluation of the service‐learning program on students’ attitudes toward diversity, interpersonal skills, personal and intellectual development, and citizenship behavior using qualitative analysis is presented. The results indicate that the majority of students came to view the youth in a positive light, reported learning how to work with youth, experienced a reduction in stereotypes, gained career insights, learned how to apply academic theory to real‐life experiences and developed attitudes about how society addresses delinquency that were sympathetic to the youths’ condition. 相似文献
104.
105.
Nancy Léger 《Community College Journal of Research & Practice》2013,37(8):641-642
For over 30 years, researchers and practitioners have identified challenges unique to small, rural community colleges. The purpose of this study was to examine the distinctive problems facing rural community colleges today and the challenges those institutions must address to fulfill their mission in rural America. There are 5 current challenges commonly identified by 10 rural community college administrators in Kansas: technology use, grant writing, an evolving student population and corresponding changes to the mission, funding inequalities between institutions, and hiring qualified people. Identified challenges were compared with problems described in the literature from the last 30 years. 相似文献
106.
Service‐Learning (S‐L) pedagogy is attracting increased attention in teacher education. This article describes the implementation of S‐L in the preservice early childhood curriculum, which placed students in a birth‐5 years setting. It identifies a continuum of learning to care, which begins in infancy, as caring capacities emerge, through to adulthood, when preservice teachers learn from experienced mentors how caring characterizes their interactions with learners of all ages. Students’ journals indicate they believe S‐L experiences contribute to their personal, academic and professional development. Carefully implemented S‐L experiences validate students’ caring interactions, give them first‐hand experiences with young children during which they can apply theoretical constructs, provide experiences which help them clarify their own career goals, and make them feel better prepared to manage instructional and classroom management dimensions of working with young children. 相似文献
107.
The eight early childhood educators who participated in this study were admitted into a 60-credit statewide distance-delivered Associate of Applied Science (AAS) degree program at the University of Alaska. All eight educators were women of Alaska Native ancestry who lived and worked in remote and rural Native communities. Seven of these teachers were employed by Head Start programs and one taught preschool for a rural school district. A major goal of the statewide distance-delivered AAS program is that participants will become skilled observers of children and learn to use observation to make decisions that foster developmentally appropriate and culturally responsive services. All the course work in our AAS degree program involves actively doing and using observations of children. This study is based on a principle that intrinsic changes can occur in program management, curriculum development, and teacher practice when teachers learn how to use observation of children rather than external evaluation to make decisions about their programs. 相似文献
108.
Abstract This article addresses questions raised in the past decade regarding the role of child development knowledge for teaching and teacher preparation. Missing from the dialogue on this issue have been the voices of the students enrolled in teacher preparation programs. Accordingly, 77 preservice teachers were surveyed at the conclusion of a child development theory course. The results were examined for themes regarding how preservice teachers come to understand the changing nature of child development, the strengths and limitations of generalized theories of development, and the applicability of child development theory to their future practice. 相似文献
109.
Abstract One early childhood teacher preparation program includes “Aesthetics As Learning,” a course which emphasizes that aesthetics is another way of knowing—another domain of development. The course has a reading, writing, discussion and experiential component—and all are integrated, but the experiential component (weekly arts activities) is showcased in this article. One significant and innovative component of the experiential approach is that the students do not react to the use of the arts from a child's perspective but respond as an adult. This provides for an authentic experience with the arts. The college classroom uses a constructivist approach in which students construct their own meaning from their experiences and a feminist pedagogical approach that develops a classroom community of learners. © 2001 Elsevier Science Inc. All rights reserved. 相似文献
110.
Nancy Hensel 《Journal of Early Childhood Teacher Education》2013,34(3):7-8
Teacher education criteria of the National Council for Accreditation of Teacher Education (NCATE) has included a multicultural education component since 1979. Recent revisions of these standards (NCATE, 1992a &; b) address multicultural education perspectives even more explicitly. NCATE standards also discuss the necessity of addressing Developmentally Appropriate Practice (DAP). DAP is defined as an important philosophical framework and related pedagogical guideline for early childhood education that emphasizes age appropriateness and individual appropriateness when planning programs for young children (Bredekamp, 1987). 相似文献