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121.
Douglas A. Roberts Allan M. MacKinnon Margaret E. McCarthy 《International journal of qualitative studies in education》2013,26(3):227-243
This paper concerns the importance of providing reasons and evidence when making claims as a teacher. Two teaching contexts are explored: a nonacademic science classroom and a clinical supervision setting. An expert teacher is seen at work in a nonacademic science classroom. This is an especially significant context in which to find “task‐reasons” and “science‐reasons” since students rarely appear to have access to reasons for what they do or say in such classrooms. The teacher and a colleague, both experts at clinical analysis of teaching, are observed examining and analysing the teaching. This is the setting for developing “interpretation‐reasons” regarding the conduct and events of teaching. The expert‐expert clinical supervision situation is seen as sharpening the requirement for sound, credible interpretation‐reasons beyond that of the more common expert‐novice interaction. 相似文献
122.
A modified form of Judgment Analysis (JAN) was used as a vehicle for capturing a group or collective teacher effectiveness policy of selected students at the University of Northern Colorado. Regardless of the grouping of students (grade level of students, reasons for taking the course, school or college in which the students were enrolled) one policy emerged. This policy can be described as a student concern for the personal characteristics of the instructor (instructor’s interest and enthusiasm, interpersonal relationships, ability to communicate the subject, ability to interest and motivate students). The instructor’s classroom management characteristics and his professional qualities (attitude, knowledge, and preparation) did not make a significant unique contribution to this policy. 相似文献
123.
Linda Gilmore Marilyn Campbell Ian Shochet Clare Roberts 《Psychology in the schools》2013,50(10):1032-1043
Intellectual disability (ID) is associated with a range of risk factors that make children more vulnerable to adverse developmental outcomes, including mental health problems. Nevertheless, some children with ID do much better than others, presumably because of the presence of protective factors that increase their resilience. The current study compared resiliency profiles of children with ID (n = 115; mean age, 11.9 years) and their typically developing peers (n = 106; mean age, 11.8 years) using the Resiliency Scales for Children and Adolescents and the Healthy Kids Resilience Assessment. In many respects, children with ID and their typically developing peers reported similar levels of the protective factors that are associated with resilience. However, the children with ID reported higher levels of emotional sensitivity and lower tolerance, as well as fewer future goals. Compared with typically developing children, those with ID reported more support at school and less support within their communities. These findings have important implications for interventions that aim to promote positive developmental outcomes and to prevent the adverse sequelae that have been associated with low intelligence. 相似文献
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125.
Charles S. Braden 《Religious education (Chicago, Ill.)》2013,108(2):163-166
It is my profound belief that churches must get out of the way and encourage sexually explicit instruction that takes seriously peoples’ needs for intimacy. . . . I would also say that the churches and synagogues, after cleaning up their own house — and maybe in the process of cleaning up their own house — are in fact a resource for educating people in this society [about AIDS]; and should not be written off; and should be in fact at the educational task which — as the word “rabbi” would tell you — is basically the task of the church. 1 相似文献
126.
Braden Rico 《Asia Pacific Journal of Education》2013,33(4):380-393
Kaupapa Māori theory was conceptualized in the 1980s in New Zealand as a framework for revolutionizing Indigenous education. Its success marks it as a transformational praxis beneficial to educators beyond the shores of Aotearoa. This theory propounds a practical, proactive stance that enables a shift in thinking away from the psychology of de-colonization towards a “conscientization” or consciousness raising which Friere says can occur when a people take action against the oppressive elements in their lives. In this paper I provide an overview of the current state of Aboriginal education in Canada, citing examples of Canadian instructors who envisage similar self-empowering pedagogy. In addition, I highlight a Canadian case study to demonstrate the process of critical consciousness underway at a First Nations school in Aklavik, NWT, where teachers are employing Kaupapa Māori theory and culture-based curriculum for positive outcomes. This focus serves as a critical lens to educators, policy makers, and other stakeholders who might want to draw more from the transformative power of the Māori framework as counter strategy to Eurocentric curricula and colonial paradigms. 相似文献
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128.
Peter Roberts 《Educational Philosophy and Theory》2013,45(11):1133-1149
AbstractAmong the most neglected of Albert Camus’ literary works is his play The misunderstanding. Composed while Camus was in exile in occupied France, and first performed on stage in 1944, The misunderstanding depicts the events that unfold when a man returns, without declaring his identity, to a home he left 20 years ago. Unrecognized, he is killed by his mother and sister for financial gain. This article draws on ideas from Emmanuel Levinas in identifying and discussing some of the key ethical and educational themes in the text. It is argued that the forms of misunderstanding evident in Camus’ play mirror those exhibited in pedagogical institutions such as schools. The misunderstanding demonstrates that what is often missing in our communicative relations is careful attention to the Other. Camus does not offer us any easy way out when confronting the impossibility of fully knowing ourselves and others; instead, he shows that we must acknowledge the suffering this brings and take responsibility for it. 相似文献
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130.
T. J. Stewart E. Roberts P. Eleazer R. Boland D. Wieland 《Educational gerontology》2013,39(6):409-421
Results are reported from 2 common measures of medical student attitudes toward older adults: Maxwell-Sullivan Attitude Survey (MSAS); and UCLA Geriatrics Attitude Survey (GAS), with students entering the University of South Carolina School of Medicine (USCSM) in the period 2000–2005. A reliability analysis incorporating item means, Cronbach's alpha, item correlation matrix, and, Spearman-Brown prediction for positively and negatively worded items was conducted. Internal consistency results were unacceptable, revealing reliability and validity problems in this sample of medical students. Reconsideration of the use of these common measures, and a reframing of attitudes of medical students toward older adults seem appropriate. 相似文献