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81.
82.
Sylvia Lauretta Edwards 《Assessment & Evaluation in Higher Education》2004,29(2):141-157
In a context where changes in conceptions or experiences associated with learning generic skills is a desirable learning outcome, how can assessment instruments be designed to bring about the desired changes? In this paper we show how understanding the variation in students' experience of learning a specific generic capability represents the first step in designing assessment instruments for bringing about desirable learning outcomes. Our research has revealed that from a student's perspective two major elements produce changes in conception or experience. From a teacher's perspective, these changes should lead the student into desirable learning outcomes. The two elements identified by students are assignments designed to encourage reflection and the characteristics of the teaching staff. On the basis of students' perceptions, therefore, we are further challenged to carefully construct assessment to bring about change. 相似文献
83.
ABSTRACTRecent research into the mental health of PhD candidates suggests that their high levels of stress could be caused in part or exacerbated by aspects of the doctoral education environment. However, the particulars of this environment have not been explored in consistent enough ways to provide a clear way forward for universities to respond to this issue. This article presents a systematic scoping review of the recent literature on this topic with the aims of collecting and consolidating the heterogeneous range of findings therein and providing a framework to coordinate further research and inform intervention design. Factors shown by the literature to contribute to stress in doctoral settings are presented, including problems in the supervisory relationship, lack of transparency of university processes, workload, role conflict, financial insecurity and uncertain career prospects. Analysis of the review sample indicates four main themes in this body of literature: shifting ideas about the range of environmental stressors and the relationships between them, a paucity of trialled interventions that target the range of known stressors, a lack of standardisation in instruments used for capturing the effects of stressors and evaluating interventions and finally, a need for comprehensive, agreed upon typologies – to integrate what is known about the issue and prioritise interventions. This article proposes guidelines to address these deficiencies, based on an ecological understanding of the doctoral research setting. 相似文献
84.
Sylvia van de Bunt-Kokhuis 《Higher Education in Europe》2001,26(2):241-246
Virtual universities, or at least the on-line delivery of tertiary-level courses, offer tremendous possibilities to the developing countries of the South to raise their educational levels. Countries that lack a sound higher education infrastructure can thereby tap the resources of the more developed countries. They can also use the resources of the information and communication technologies to transmit educational offerings to isolated areas and/or areas in which local higher education possibilities are not available. But there are problems. The telecommunications networks, which are almost always owned and headquartered in the developed countries of the North, charge exorbitant rates for their services. Courses and courseware designed in developed countries are frequently not suitable, from a cultural point of view, for use in the developing countries in the South. These should be designed locally, and local teachers need to be retrained to work in a virtual teaching environment. Despite problems, virtual learning offers a chance for the developing world to surge ahead. 相似文献
85.
This study demonstrates the use of metaphor analysis in needs assessment for developmental support and shows how it can be used to critically examine assumptions in the literature about the ways emerging researchers conceptualize their career trajectory. We investigated the professional development needs of a group of science, technology, engineering and mathematics early career researchers, to provide them with better grant writing support. Conceptual metaphor theory was used to explore interview data, in part to identify where training design could be modified. In the case of the group under investigation, close metaphoric analysis presented a richly embodied view of our participants’ research activity and suggested ways to provide a stronger focus on strategic and processual aspects of grant writing in such settings. 相似文献
86.
Nicholas Ladany Sylvia Marotta Janet L. Muse‐Burke 《Counselor Education & Supervision》2001,40(3):203-219
The authors investigated the relationship among trainees' counseling experience, familiarity with specific client symptomatology, case conceptualization integrative complexity (i.e., the ability to differentiate and integrate knowledge related to specific client symptomatology), and preference for supervisor style. Data from 100 beginning practicum to intern‐level counselor trainees revealed that general trainee experience and familiarity with specific client symptomatology were related to trainee case conceptualization integrative complexity. However, contrary to developmental models of counselor supervision, neither trainee experience, familiarity with specific symptomatology, nor trainee case conceptualization integrative complexity significantly predicted preference for supervisor style. 相似文献
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88.
The primary purpose of this study is to understand the factors that affect Latino student adjustment in the first and second year of college. The study examines data from a national, longitudinal survey along with the Student Adaptation to College Questionnaire completed by Latino students judged to have high potential for success upon entering a variety of four-year colleges. Results show dimensions of the campus climate affect all forms of student adjustment, as do transitional experiences that are common to most students in the first year. Implications of the findings suggest further college programming and monitoring of adjustment in the second year of college.An earlier version of this paper was presented at the Association of Institutional Research Forum in New Orleans, LA, May 1994. 相似文献
89.
This paper reports the results of a study that examined preservice teachers’ perceptions of which program experiences contributed to shifts in their culturally responsive dispositions and teaching practices. At the time of the study, participants were engaged in a teacher preparation program designed to prepare teachers to work with culturally, linguistically, socio-economically, and ability diverse young children and their families. The findings suggest that five types of experiences, interacting with each other, were instrumental in effecting changes in dispositions and teaching practiced. The experiences included material resources, diverse internship experiences, interactions with diverse families, critical reflection, and discussion and dialogue. 相似文献
90.
During a school year, samples of words written by three groups of children of successive ages were collected. Two groups of children were in first and second year of Kindergarten (4 and 5 years of age), when alphabetic rules were not taught in a systematic way. The third group was in first year of Primary School (6 years of age), and was being taught to read and spell in a systematic way. After classifying the words written by the children, seven categories of spelling were obtained, which may represent different stages in their learning process. Their analysis showed that they are related to different types of knowledge and processes, mainly phonological ones. The results show that the development of spelling in Spanish does not qualitatively differ from that of children who learn to spell in opaque writing systems. The differences mainly involve the time it takes to learn, and the rate of acquisition. 相似文献