全文获取类型
收费全文 | 929篇 |
免费 | 14篇 |
国内免费 | 1篇 |
专业分类
教育 | 801篇 |
科学研究 | 20篇 |
各国文化 | 9篇 |
体育 | 25篇 |
文化理论 | 13篇 |
信息传播 | 76篇 |
出版年
2022年 | 5篇 |
2021年 | 8篇 |
2020年 | 22篇 |
2019年 | 26篇 |
2018年 | 33篇 |
2017年 | 25篇 |
2016年 | 32篇 |
2015年 | 19篇 |
2014年 | 14篇 |
2013年 | 244篇 |
2012年 | 19篇 |
2011年 | 22篇 |
2010年 | 23篇 |
2009年 | 26篇 |
2008年 | 34篇 |
2007年 | 17篇 |
2006年 | 19篇 |
2005年 | 27篇 |
2004年 | 21篇 |
2003年 | 15篇 |
2002年 | 12篇 |
2001年 | 14篇 |
2000年 | 19篇 |
1999年 | 8篇 |
1998年 | 4篇 |
1997年 | 20篇 |
1996年 | 24篇 |
1995年 | 13篇 |
1994年 | 10篇 |
1993年 | 14篇 |
1992年 | 8篇 |
1991年 | 6篇 |
1990年 | 8篇 |
1989年 | 11篇 |
1988年 | 10篇 |
1987年 | 5篇 |
1986年 | 13篇 |
1985年 | 15篇 |
1984年 | 10篇 |
1983年 | 11篇 |
1982年 | 5篇 |
1981年 | 9篇 |
1980年 | 10篇 |
1979年 | 5篇 |
1977年 | 5篇 |
1976年 | 5篇 |
1973年 | 2篇 |
1972年 | 2篇 |
1970年 | 2篇 |
1923年 | 2篇 |
排序方式: 共有944条查询结果,搜索用时 15 毫秒
71.
Ruth Heilbronn 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):62-65
The article briefly reports on a school‐based training group, citing it as illustration of a development shared by other schools which have evolved partnerships with higher education. It suggests that good mentoring practice has existed in previous years and that there is a pool of expertise in schools, which can be tapped for the benefit of teacher training in the new courses. (Implementation of Circular 9/92). 1 相似文献
72.
Darlene Ciuffetelli Parker Ruth McQuirter Scott 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):405-425
This article details a narrative inquiry journey between a novice pretenured professor and an experienced tenured professor from 2005 to 2009 to illustrate collaborative mentorship. The authors examine the importance of storied inquiry in studying mentoring and describe how their narrative journey as collaborators informed their relationship and respective understandings of the tenure process. Data were collected from written narratives, correspondence, and conversations within a mentorship program. Three dimensions of narrative inquiry are used to explore the themes of writing as nurturing the mentoring relationship and the assimilation into the academy: fear and anxiety along the tenureship path, building community and a collaborative mentorship, and balance between life and academia. 相似文献
73.
Parenting a child with Attention Deficit Hyperactivity Disorder (ADHD) is a challenging experience. The hyperactivity, impulsivity and inattention of a child with ADHD often put parenting skills to the test. The present study thus aimed to explore the experiences of parents of children with ADHD in Ireland. Eighteen parents of 7–12-year-old boys with a diagnosis of ADHD took part in open-ended interviews. Thematic analysis was carried out on the interview content. Six major themes were identified: (1) getting your head around ADHD; (2) the child takes over; (3) emotional impact; (4) inconsistency of structural supports; (5) ignorance and discrimination; and (6) it's not all bad. Results are discussed in terms of the need to implement family-centred supports for ADHD. The importance of educating the population at large about ADHD is also discussed. Finally, the need to take a more positive, strengths-based approach to ADHD is highlighted. 相似文献
74.
Selected curriculum changes were studied in two rural shcool‐community contexts. Both qualitative and quantitative data indicated that implementation was at a low level of use and that factors related to isolation were particularly powerful influences in the change process. A major implication of the study is demonstrated need for detailed curriculum implementation plans that account for local school community factors. 相似文献
75.
Beverly L. Welhan Ruth A. Benfield 《Community College Journal of Research & Practice》2013,37(11):897-898
Responding to an impending health crisis due to a national nursing shortage, Montgomery County Community College increased nursing admissions by 50% and graduates by 51% through implementing a Continuous Nursing Program (CNP). Through implementing three 14-week semesters per year, the CNP uses an accelerated timeframe while maintaining a nonaccelerated program design. 相似文献
76.
77.
An extensive body of research has indicated the benefits of collaborative, contextualised and enquiry-based learning for teachers’ professional development and school improvement. Yet professional learning is also known to be constrained by a number of factors, including the organisational limitations of schools, conflicting cultural practices and wider political demands. Schools–university partnerships have been developed to overcome some of these difficulties by transcending particular school contexts and offering alternative theoretical and practical perspectives. The complex combination of motivations, backgrounds and working contexts in such partnership work calls for attention to the individual and collective learning experiences of those involved, including the ways in which school and university contexts are, or could be, effectively bridged. This paper focuses on understanding the learning experienced by a cohort of teachers and school leaders involved in a two-year schools–university partnership Master of Education (M.Ed.) course in England. A mixed group of 15 experienced primary and secondary teachers and school leaders reflected on their learning at five points of time during and shortly after completing their M.Ed. course. Qualitative analysis of the group’s interview responses and reflective writing led to the identification of six related aspects of personal and professional learning experience: being a learner; learning as part of professional practice; widening repertoire; changing as a learner; personal growth; and critically adaptive practice. The identification and visual representation of these aspects of experience emerging within the group offers useful insight into teachers’ perspectives on learning in school and university contexts and their experiences of progression over time. We conclude that more explicit and central attention to the professional and personal learning elements of schools–university partnerships can help to resolve some of the binary ‘theory–practice’ tensions that have been extensively discussed in relation to partnership programmes and teacher professional development. There is a need to acknowledge variation in teachers’ learning experiences within schools–university partnerships, bearing in mind the ongoing nature of this reflective process with each new group of school and university colleagues. Analysis of participants’ learning experiences in school and university contexts also draws attention to the wider structures, values and cultures that influence, and are influenced by, schools–university partnership work. 相似文献
78.
Ruth Jeanes Ramón Spaaij Jonathan Magee Karen Farquharson Sean Gorman Dean Lusher 《Sport in Society》2019,22(6):986-1004
AbstractInterventions aimed at increasing the participation of young people with disabilities in recreational sport have had mixed success. The authors draw on in-depth interviews with representatives from State Sporting Associations, local government officers and volunteers within community sports clubs in Victoria, Australia, to examine why some sports clubs are unable or unwilling to translate policy ambitions into practice. The findings indicate how by framing disability provision as ‘too difficult’, ‘not core business’ and antithetical to competitive success, community sports clubs are able to resist policy ambitions to modify existing structures and develop more inclusive practice. Greater priority needs to be given to transformational inclusion objectives and challenging ableism if clubs are to structurally progress the development of participation opportunities for young people with disabilities. 相似文献
79.
80.