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21.
All certified school counselors in Wisconsin were surveyed in regard to their participation in a variety of professional development activities during a 12-month period. Results reveal that while many counselors were actively involved in such activities, others were only minimally so and some completely uninvolved. The latter tended to be older males with several years of counseling experience. Implications for maintaining counselor effectiveness in a changing society are discussed. 相似文献
22.
Current trends in research on motivation in the classroom are based on theories that focus on the individual's intrapsychological traits or his or her cognitive and/or affective functioning. In contrast to this individualistic perspective, social constructivist theory provides a framework for conceptualizing motivation as socially negotiated by the participants in the classroom. In such a conceptualization, motivation is inseparable from the instructional process and the classroom environment. The culturally determined joint activity between student and social context results in an internal state of interest and cognitive and affective engagement, and motivated behaviors, both of which can be considered cultural norms. Implications of this perspective for understanding motivation, classroom instruction, and research are discussed. 相似文献
23.
PATRICIA WHITE 《Journal of Philosophy of Education》1991,25(2):203-208
ABSTRACT Social hope, shared hope which relates to the future of communities, is distinguished from personal hopes. Democrats, it is claimed, cannot entertain the kind of social hope found in the Marxist and Christian traditions. However, they do need hope in democracy. Social hope depends on the closely related value of social confidence. Therefore democrats need confidence in democratic values to support their democratic hopes. In school social confidence in democratic values can be promoted by the process of framing whole school policies, as well as by the policies themselves. 相似文献
24.
PATRICIA McCARTHY CAMILLE DeBELL VALLI KANUHA JEFFREY McLEOD 《Counselor Education & Supervision》1988,28(1):22-28
Seven myths about counselor supervisor roles and activities are identified. These include myths about theory, roles, process, and professional issues. Suggestions are given for improving the congruence between supervision literature and actual practice. 相似文献
25.
This article explores the gender dynamics of boys' responses to one particular aspect of English teaching: oral performance work. It focuses on the possibility that the requirement to perform publicly in dramatic and other oral tasks may be an important factor in the rejection of English by many boys, and may contribute to boys' relatively poor achievement in English. The article provides a study of boys' engagement in English oral activities in two classrooms, and identifies a number of factors influencing boys' English learning. In particular, it shows that there is no simple relation between the performance requirements of English learning activities and boys' disengagement with English. 相似文献
26.
27.
This article reports the results of a study seeking to: (a) develop, validate, and implement in-service methods designed to teach program development and evaluation based on measured client products to guidance personnel; (b) determine which in-service methods were most effective; and (c) evaluate the attitudes of guidance personnel toward accountability and program evaluation based on measured client products. 相似文献
28.
PATRICIA McAULIFFE 《Philosophical Books》1983,24(4):229-231
29.
Children in special education settings often lack appropriate listening skills. Two programs identified with developing listening skills, a music program and a storytelling program, were implemented by teachers with students in special education settings over a 30 week intervention period. A battery of tests measuring different aspects of listening such as receptive vocabulary, phonological processing, and listening comprehension, was administered to the students prior to the intervention period, at the end of the intervention period and again several weeks later. The results from the tests indicated that participation by the students in these programs had a positive effect on the development of their listening skills. The effects of the music and story‐telling programs were not apparent until the postpost‐pretest period suggesting that a longer time‐period is required for a statistically significant music effect or story effect on the listening skills of students in special education settings to show. 相似文献
30.
According to the extant school consultation literature, counselors can effectively use brief family interventions and family assessment procedures in schools as part of a collaborative consultation approach. School counselors, however, often lack training in family systems theory, because counselor training programs tend to use individual counseling models. When used in a school counselor practicum course, the Collaborative Drawing Technique (CDT; G. M. Smith, 1985) introduces counselors‐in‐training to family systems concepts and lays the foundation for postgraduate training in family systems. The authors use a case illustration to explore paradigmatic shifts in trainees' case conceptualizations as a function of their use of the CDT with a family. 相似文献