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151.
One of the foremost challenges for K–12 teachers is to provide relevant learning experiences in an environment of increasing accountability and student diversity. This balance is particularly consequential for students with disabilities who rely on special and general education teachers to ensure access to and success within the general curriculum. Teacher collaboration has been viewed as a critical part of the equation to help meet the needs of those learners. In this article, we present a case study from a course codeveloped and cotaught by secondary and special education faculty working in a teacher preparation program. Findings indicate that the teacher candidates with whom we worked showed a more complex sense of collaboration and recognition of critical elements of successful collaborative partnerships at the conclusion of the course. 相似文献
152.
This paper reports on a study of the practices of a cohort of traditionally appointed teacher educators with the responsibility for facilitating teacher learning and learning teaching. The approach used in this investigation involved a practice-to-theory field experience (PTE), a reflective paper analyzing the PTE, and a shared set of readings on pedagogy for facilitating teacher learning and learning teaching with the PTE as context. The participants in this study were 21 students enrolled in an education doctorate program at a Research I university in the Western United States. The findings from the study revealed that the number of years of experience as a teacher educator was not related to competence or effectiveness. Further, it was found that the combined processes of documenting practice, writing a reflective paper, and engaging in focused dialog with peers based on a shared set of readings, and incorporating the PTE as context enabled participants to think critically and co-construct deep knowledge and understanding of the role of the teacher educator and practices for facilitating teacher learning and learning teaching. 相似文献
153.
Kelley Rhoe Collins Robert Savage William Wainwright 《Community College Journal of Research & Practice》2013,37(3):184-202
This article presents three situations (a community college, a technical college, and a state system) and describes the responses to substantial hurricane storm damages sustained by the physical infrastructure in each case. A disaster readiness checklist is provided. 相似文献
154.
This study investigated the attitudes of 43 teachers and school administrators towards sex education, young people's sexuality and their communities in 19 secondary schools in rural KwaZulu-Natal, South Africa, and how these attitudes affect school-based HIV prevention and sex education. In interviews, teachers expressed judgemental attitudes towards young people's sexuality and pregnant students, and focused on girls' perceived irresponsible behaviour instead of strategies to minimise HIV risk. Despite general awareness of the HIV epidemic, few teachers perceived it as an immediate threat, and teachers' own HIV risk was infrequently acknowledged. Teachers perceived themselves to have higher personal standards and moral authority than members of the communities and schools they served. Male administrators' authority to determine school policies and teachers' attitudes towards sexuality fundamentally affect the content and delivery of school-based sexuality education and HIV prevention activities. Opportunities to create a supportive educational environment for students and for female teachers are frequently missed. Improving teachers' efficacy to deliver impartial, non-judgemental and accurate information about sex and HIV is essential, as are efforts to acknowledge and address their own HIV risks. 相似文献
155.
The article presents findings of a research project which analysed statements pertaining to education's contribution to development as justifications for external assistance to education in developing countries, both at a general level and for particular priorities within the education sector. Material used in the study includes (i) publications of UNESCO and the World Bank from the late 1960s to the mid‐1990s, representing international thinking about education and development, and (ii) diverse materials produced during this period for discussing and planning Finnish development cooperation (both bilateral and non‐governmental). The focus is on the parallels and differences found between the international discourse and the Finnish materials. 相似文献
156.
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158.
Belete Sonja Duke Chris Hinzen Heribert Owusu-Boampong Angela Khau Huu Phuoc 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2022,68(2):259-290
International Review of Education - Institutionalised forms of adult learning and education (ALE) such as community learning centres (CLCs) and related models are found in most parts of the world.... 相似文献
159.
Piasta Shayne B. Bridges Mindy Sittner Park Somin Nelson-Strouts Kelley Hikida Michiko 《Reading and writing》2022,35(9):2131-2153
Reading and Writing - Efforts to improve classroom language practices and children’s language learning, as a means of supporting reading comprehension, may depend on teachers’ knowledge... 相似文献
160.