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81.
In a climate where, it is claimed, children now spend very little time out of doors because adults fear for their safety and impose a ‘zero risk childhood’ on them, Forest School aims to offer learners the opportunity to take ‘supported risks’. This study investigated perceptions of risk associated with the outdoors, held by children, their parents and practitioners, and whether accessing Forest School impacts on these perceptions of risk. Practitioners were generally either strongly risk-averse or strongly permissive; Forest School influenced them to be less risk-averse in some respects. Parents held ambiguous perceptions, wanting to keep their children very safe but also to help them develop strong and confident attitudes to risk. Implications for research and practice are discussed. 相似文献
82.
Romy Lawson Tracy Taylor Erica French Eveline Fallshaw Cathy Hall Shelley Kinash 《高等教育研究与发展》2015,34(3):581-595
Assurance of learning (AOL) is a quality enhancement and quality assurance process used in higher education. It involves a process of determining programme learning outcomes and standards, and systematically gathering evidence to measure students' performance on these. The systematic assessment of whole-of-programme outcomes provides a basis for curriculum development and management, continuous improvement, and accreditation. To better understand how AOL processes operate, a national study of university practices across one discipline area, business and management, was undertaken. To solicit data on AOL practice, interviews were undertaken with a sample of business school representatives (n?=?25). Two key processes emerged: (1) mapping of graduate attributes and (2) collection of assurance data. External drivers such as professional accreditation and government legislation were the primary reasons for undertaking AOL outcomes but intrinsic motivators in relation to continuous improvement were also evident. The facilitation of academic commitment was achieved through an embedded approach to AOL by the majority of universities in the study. A sustainable and inclusive process of AOL was seen to support wider stakeholder engagement in the development of higher education learning outcomes. 相似文献
83.
84.
Theories from social psychology and cognitive psychology can help move the field of gifted education forward in its search for consensus on the purpose of gifted education and its target population. From Social Dominance Theory (SDT; J. Sidanius & F. Pratto, 1999), a theory of intergroup relations, we can assume that there will be members of our society who will want all gifted children to receive equal opportunities even as others will want members of the dominant group to receive greater opportunities. Linguistic analysis of the cognitive underpinnings of conservatism and liberalism in the US (G. Lakoff, 2002) informs us that some members of society will prefer a competitive environment in schools while others will prefer a more nurturant environment. Only by recognizing these differences can acceptable definitions and goals be agreed upon. 相似文献
85.
This study examined the self‐concept of a small group of academically gifted adolescents in New Zealand, with the aim of exploring gender differences. Using the Tennessee Self‐Concept Scale: 2, a sample of 40 male and female 15–18 year old students participated. Results indicated gender differences: males scored higher than females on most dimensions with the exception of Self‐Criticism, Moral Self‐Concept, and Inconsistent Responding. Additionally, the mean score was higher for males than females. Results indicate gender differences do occur in some New Zealand gifted adolescents and warrant the need for further research in this area. 相似文献
86.
Tracy Anne Stinchfield 《Counselor Education & Supervision》2004,43(4):286-300
Research has indicated that traditional office‐based family therapy services are not always effective with at‐risk families and that there is an increasing trend toward home‐based delivered services (W. Snyder & E. McCollum, 1999). In this qualitative study, the author explored experienced home‐based family therapists' perceptions of the competencies most salient to the provision of family‐based therapy. Several themes emerged from this study. The author presents 2 central themes: joining—including joining with the family, the family's community, and school personnel—and bridging the gap between academia and current community‐based programs. 相似文献
87.
Janice L. DeLucia‐Waack Deborah A. Gerrity Deborah J. Taub Tracy D. Baldo 《Journal of College Counseling》2001,4(1):32-48
The authors explored the relationship of gender, gender role identity, and type of relationship—same‐sex friendship, cross‐sex friendship, or romantic relationship—to relationship behaviors and beliefs among 429 college students. They discuss implications for individual and group counseling, consultation, and primary prevention on college campuses. 相似文献
88.
Jerrell C. Cassady Kristie L. Speirs Neumeister Cheryll M. Adams Tracy L. Cross Felicia A. Dixon Rebecca L. Pierce 《Roeper Review》2013,35(3):139-146
This article presents a new classroom observation scale that was developed to examine the differential learning activities and experiences of gifted children educated in regular classroom settings. The Differentiated Classroom Observation Scale (DCOS) is presented in total, with clarification of the coding practices and strategies. Although the DCOS was developed to examine the impact of differentiated classroom practices for gifted children, it is expected that the scale could be used for observing the educational experiences of any identifiable group of children. Reflections on the benefits offered by the DCOS that are not available with existing measures are provided, and include (a) the ability to contrast the educational experiences of two groups of learners; (b) documentation of a variety of educational factors including pedagogy, student engagement, and level of cognitive activity; and (c) preservation of contextual factors for deeper investigation through a database‐driven record keeping system that maintains disaggregated data from a series of short observational segments. 相似文献
89.
90.
Daniel H. Ashmead DeFord L. Davis Tracy Whalen Richard D. Odom 《Child development》1991,62(6):1211-1226
The role of interaural time differences in infants' sound localization was investigated. One experiment on free-field sound localization corroborated previous findings that the minimum audible angle changes substantially toward the end of the first half year after birth, and 3 experiments explored interaural time discrimination in that age range. The first of these 3 experiments used an adaptive psychophysical procedure, showing that infants responded appropriately in a sound lateralization task that provides a direct measure of interaural time discrimination. The other 2 experiments improved on the psychophysical procedure by taking into account the ceiling level on performance in the task. Infants aged 16, 20, and 28 weeks had thresholds in the range of 50 to 75 microsec, with no apparent age difference. These thresholds were much lower than would be predicted from studies of free-field sound localization, indicating that sensitivity to interaural time differences is not a limiting factor for the precision of sound localization in this age range. Instead, age-related changes in free-field sound localization may reflect the need to integrate across different localization cues and to calibrate the changing values of cues due to head growth. 相似文献