全文获取类型
收费全文 | 162篇 |
免费 | 1篇 |
专业分类
教育 | 111篇 |
科学研究 | 12篇 |
体育 | 8篇 |
文化理论 | 1篇 |
信息传播 | 31篇 |
出版年
2023年 | 1篇 |
2020年 | 3篇 |
2019年 | 6篇 |
2018年 | 9篇 |
2017年 | 6篇 |
2016年 | 3篇 |
2015年 | 5篇 |
2014年 | 4篇 |
2013年 | 28篇 |
2012年 | 4篇 |
2011年 | 7篇 |
2010年 | 5篇 |
2009年 | 6篇 |
2008年 | 5篇 |
2007年 | 8篇 |
2006年 | 2篇 |
2005年 | 4篇 |
2004年 | 7篇 |
2003年 | 2篇 |
2002年 | 4篇 |
2001年 | 6篇 |
2000年 | 5篇 |
1999年 | 1篇 |
1998年 | 2篇 |
1997年 | 2篇 |
1995年 | 3篇 |
1993年 | 1篇 |
1992年 | 3篇 |
1991年 | 1篇 |
1990年 | 2篇 |
1988年 | 1篇 |
1987年 | 6篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1979年 | 3篇 |
1890年 | 1篇 |
1880年 | 1篇 |
1843年 | 4篇 |
排序方式: 共有163条查询结果,搜索用时 15 毫秒
41.
42.
43.
Perry den Brok Darrell Fisher Theo Wubbels Mieke Brekelmans Tony Rickards 《Asia Pacific Journal of Education》2006,26(1):79-95
This study investigates the reliability and validity of the Questionnaire on Teacher Interaction (QTI) in three countries: Singapore, Brunei and Australia. The QTI maps student perceptions of interpersonal teacher behaviour and is based on the circumplex Model for Interpersonal Teacher Behaviour (MITB) that investigates the teacher–student relationship in terms of the two dimensions of influence and proximity. Students' perceptions of their teachers in the three countries are also compared. Results show that the QTI scales are represented by two independent dimensions and that scales can be ordered in terms of a circular structure. However, empirical scale locations differ from their theoretical positions as hypothesised by the circumplex model, and among countries. Differences in teacher influence and proximity are also found among the countries. 相似文献
44.
This study explored whether and how teachers’ beliefs about moral values are reflected in the student-teacher relationships (i.e. levels of control and affiliation in teachers’ and students’ perceptions of this relationship), and in teachers’ cultural competence. A positive association was found between teachers’ paternalist beliefs and their own perceptions of control. A negative association was found between teachers’ liberal beliefs and students’ perceptions of affiliation. Positive associations were found between teachers’ liberal beliefs and the metacognitive and motivational components of cultural competence. We discuss the implications for preparation of teachers to reflect on the manifestations of their beliefs in practice. 相似文献
45.
STABILITY OF SCALE QUALITY UNDER VARIOUS DATA COLLECTION PROCEDURES: A MODE COMPARISON ON THE 'DE JONG-GIERVELD LONELINESS SCALE 总被引:1,自引:0,他引:1
Data collection procedures can influence respondents' self-disclosure,accuracy and motivation to complete the interview. In comparingresearch results across different studies, it is important touse robust measuring instruments. The De Jong-GierveldLoneliness Scale was developed to measure lonelinessamong different populations and in studies with different designs.Data on this loneliness scale were re-analyzed to investigatethe robustness of the scale. The data were from six Dutch surveys.Different interview modes were used for data collection: threesurveys with self-administered paper questionnaires, two surveyswith face-to-face interviews, and one telephone survey. In orderto compare the properties of the loneliness scale, a relativelyhomogeneous category of respondents was selected: single womenbetween the ages of 25 and 65. An examination of the scale withregard to five aspects of robustness showed in very few casesthat it was affected. No evidence was found for the assumptionthat the use of a self-administered questionnaire would leadto high item non-response, any higher than using other datacollection procedures. It was also assumed that in self-administeredquestionnaires or telephone interviews, a better inter-itemhomogeneity and a better person scalability would be found instudies with face-to-face interviews. The results sustainedthis hypothesis. Further, it was believed that the absence ofan interviewer would result in greater self-disclosure and thereforein higher scale means. We found on evidence to support this.In general the results showed that the loneliness scale metthe psychometric requirements of items non-response, scale homogenityand person scalability. After testing the robustness of thescale, we conclude that it is questionable on two aspects: theinter-item homogeneity and the person scalability. 相似文献
46.
Theo Wubbels 《欧洲师范教育杂志》1992,15(3):157-172
47.
48.
This study investigates student perceptions of the behavior of physics teachers in relation to some other variables in the classroom situation. The research was carried out as a Dutch option of the Second International Science Study. Data were gathered in 65 classrooms of physics teachers with pupils 15 years old. Some of the teachers (21) used the new PLON curriculum and the others a traditional one. Student perceptions of teacher behavior were measured with a questionnaire based on the interpersonal theory of Leary (1957). The aspect of behavior measured is called interactional teacher behavior. We found remarkably high correlations between student perceptions of teacher behavior and affective outcomes such as appreciation of the lessons and motivation for the subject matter. Also, the correlations with cognitive outcomes measured with a standardized international test were significant. It appears that some differences exist between teacher behaviors that are favorable for high cognitive outcomes and behaviors favorable for high affective outcomes in physics lessons. Hardly any differences were found in teacher behavior between teachers using the traditional and the new physics curriculum. 相似文献
49.
Theo ?hlinger 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2011,10(6):193-195
Gutachten
Bundeskanzleramt/Verfassungsdienst Zul?ssigkeit universit?tsautonomer Studiengebühren; Rechtsgutachten des o. Univ.-Prof. DDr. Heinz Mayer 相似文献50.
Frank Cornelissen Alan J. Daly Yi-Hwa Liou Jacqueline van Swet Douwe Beijaard Theo C.M. Bergen 《Cambridge Journal of Education》2014,44(1):35-57
Postgraduate master’s programs for in-service teachers may be a promising new avenue in developing research partnership networks that link schools and university and enable collaborative development, sharing and use of knowledge of teacher research. This study explores the way these knowledge processes originating from master’s students’ research occurs in the school–university network of a master’s program embedded in the K–12 school environment of a Central Management Organization in the US. Questionnaires, interviews, and logs were used to collect quantitative and qualitative data at four time-points over a 10-month period. Data were analyzed at three network levels: school, dyad, and individual. Findings indicate that the school network context provided both master’s students and research advisors with a supportive context for collaboratively engaging in knowledge processes during research as well as after they graduated. However, the network context was not enough to build sustainable and productive relationships in the partnership network. 相似文献