全文获取类型
收费全文 | 342篇 |
免费 | 5篇 |
专业分类
教育 | 289篇 |
科学研究 | 11篇 |
各国文化 | 3篇 |
体育 | 6篇 |
文化理论 | 8篇 |
信息传播 | 30篇 |
出版年
2022年 | 4篇 |
2021年 | 1篇 |
2020年 | 6篇 |
2019年 | 11篇 |
2018年 | 14篇 |
2017年 | 11篇 |
2016年 | 12篇 |
2015年 | 6篇 |
2014年 | 13篇 |
2013年 | 60篇 |
2012年 | 6篇 |
2011年 | 6篇 |
2010年 | 12篇 |
2009年 | 2篇 |
2008年 | 5篇 |
2007年 | 8篇 |
2006年 | 9篇 |
2005年 | 9篇 |
2004年 | 8篇 |
2003年 | 9篇 |
2002年 | 9篇 |
2001年 | 7篇 |
2000年 | 7篇 |
1999年 | 12篇 |
1998年 | 4篇 |
1997年 | 8篇 |
1996年 | 9篇 |
1995年 | 7篇 |
1994年 | 7篇 |
1993年 | 6篇 |
1992年 | 7篇 |
1991年 | 4篇 |
1990年 | 5篇 |
1989年 | 5篇 |
1988年 | 1篇 |
1987年 | 6篇 |
1986年 | 1篇 |
1985年 | 6篇 |
1984年 | 2篇 |
1983年 | 5篇 |
1982年 | 5篇 |
1981年 | 2篇 |
1980年 | 1篇 |
1979年 | 3篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1972年 | 1篇 |
排序方式: 共有347条查询结果,搜索用时 15 毫秒
181.
182.
183.
Peggy C. Holzweiss Sheila A. Joyner Matthew B. Fuller Susan Henderson Robert Young 《Distance Education》2014,35(3):311-323
The purpose of this study is to examine the perceptions of online master’s students regarding their best learning experiences. The authors surveyed 86 graduate students concerning what helped them learn in the online environment. Results indicate that although graduate students learned using the same technological tools as undergraduates, they desired a deeper level of learning that requires more instructional forethought and planning. Student experiences were consistent with the constructivist theory, and implications for improving teaching based upon the constructivist theory are highlighted. 相似文献
184.
This paper is about the nature of contemporary professional identity. It looks at the ways in which ‘discursive dynamics’ come to re-write the professional teacher and nurse as split, plural and conflictual selves, as they seek to come to terms with a political impetus written through what the authors term an ‘economy of performance’ in uncertain conflict with various ‘ecologies of practice’. The teacher and nurse are thus located in a complicated nexus between policy, ideology and practice. Epistemologically, the paper offers a deconstruction of professional identities, and criticizes the reductive typologies and characterizations of current professionalism. Politically, it reaches towards a more nuanced account of professional identities, stressing the local, situated and indeterminable nature of professional practice, and the inescapable dimensions of trust, diversity and creativity. 相似文献
185.
Cristineide Leandro-França Hanna Van Solinge Kène Henkens Sheila Giardini Murta 《Educational gerontology》2013,39(6):388-400
ABSTRACTStudies on the effectiveness of retirement planning programs are relatively scarce. Retirement preparation and planning programs may assist individuals to smooth the transition to retirement and subsequent adjustment. This qualitative study examines the effects of three retirement preparation programs on civil servants in Brazil. Theoretically, the study builds on the transtheoretical model (TTM), also called the stages of change model. Twenty civil servants (aged 53–67) working for the Brazilian government were randomly assigned to one of the three retirement planning programs entitled testimony, short, and extensive. The results of qualitative interviews, conducted 6 months after completion of the programs, show that participants on the extensive program presented a broader array of changes in retirement planning and had progressed through more stages of the TTM than participants who took part in the short and testimony programs. 相似文献
186.
Scott G. Paris Robert C. Calfee Nikola Filby Elfrieda H. Hiebert P. David Pearson Sheila W. Valencia 《Cultura y Educación》2013,25(18):15-29
La evaluación del conocimiento y, especialmente, la de un proceso tan integrado en la cultura como la lectoescritura no deberían abordarse sólo desde y por los educadores, puesto que la funcionalidad de la lectoescritura se extiende más allá de las tareas escolares. Este artículo presenta un modelo experimentado de «lectoescritura global» y su evaluación, tanto por el ágil sistema de carpeta del educador como por sistemas más convencionales. 相似文献
187.
The paper tries to convey the idea that choosing a winner among a group of nominees or short-listed candidates may hurt those who bestow prizes, those who are selected, as well as those who base their own choices on the ranking. We base our observations on examples of contests (movies, literature, and music) in which winners often turn out not to be better than nominees. Our suggestion is therefore to select, say five candidates, and not to rank them, but reward all nominees equally. 相似文献
188.
deMonsabert Jessica Brookes Sheila Coffey Missy M. Thornburg Kathy 《Early Childhood Education Journal》2022,50(3):493-502
Early Childhood Education Journal - Long considered a best practice, early childhood educators are now strongly encouraged, if not mandated, to collect and use data to inform instructional... 相似文献
189.
In this paper, it is argued that adults with learning difficulties represent a significant marginalized group within society whose experiences may shed light on a range of political and social values affecting those in the mainstream, as well as on the periphery. We begin by considering some possible meanings of the learning society and some features of the social and economic context which have promoted interest in the concept. An economistic reading of the learning society may prove problematic for adults with learning difficulties, since it may be argued that this group is unlikely to be highly productive and therefore will not provide a good return on money invested in education and training. Although an emphasis on social capital may lead to the inclusion of people with learning difficulties, this outcome is by no means automatic since high levels of social cohesion may be based on the ruthless exclusion of those regarded as deviant. Finally, we suggest some ways in which promoting the concept of lifelong learning for adults with learning difficulties may enable us to develop deeper understandings of the experiences of education, training and employment. 相似文献
190.
This paper explores a range of policy frameworks in play in the field of special educational needs and their relationship with procedural fairness and substantive justice. Drawing on analysis of post-1993 English and Scottish policy documents, dominant motifs in special educational needs policy are identified. It is argued that in both England and Scotland, there is a shift away from a policy framework based on professional control. Legal and bureaucratic policy frameworks are of growing importance in both countries, but change has been more rapid in England. Finally, the implications of comparative research for special educational needs policy and wider education policy are discussed. 相似文献