全文获取类型
收费全文 | 230篇 |
免费 | 4篇 |
专业分类
教育 | 201篇 |
科学研究 | 11篇 |
体育 | 11篇 |
综合类 | 1篇 |
信息传播 | 10篇 |
出版年
2023年 | 2篇 |
2022年 | 4篇 |
2021年 | 4篇 |
2020年 | 6篇 |
2019年 | 14篇 |
2018年 | 15篇 |
2017年 | 10篇 |
2016年 | 13篇 |
2015年 | 5篇 |
2014年 | 7篇 |
2013年 | 42篇 |
2012年 | 9篇 |
2011年 | 11篇 |
2010年 | 7篇 |
2009年 | 6篇 |
2008年 | 5篇 |
2007年 | 7篇 |
2006年 | 7篇 |
2005年 | 4篇 |
2004年 | 4篇 |
2003年 | 5篇 |
2002年 | 2篇 |
2001年 | 5篇 |
2000年 | 5篇 |
1999年 | 6篇 |
1998年 | 5篇 |
1997年 | 4篇 |
1996年 | 2篇 |
1994年 | 3篇 |
1993年 | 4篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1988年 | 2篇 |
1986年 | 2篇 |
1984年 | 1篇 |
1967年 | 1篇 |
1826年 | 1篇 |
排序方式: 共有234条查询结果,搜索用时 9 毫秒
141.
Recent years have seen a revived interest in therapeutic educational psychology practice. The aim of this research is to identify the range of therapeutic approaches being delivered by Educational Psychologists (EPs) in an Irish context and to elicit the views of practitioners on the facilitators and barriers to therapeutic provision. Twelve participants were recruited from a total of 22 EPs working within one region of the National Educational Psychological Service (NEPS). Individual semi-structured interviews were held, and thematic analysis was used to examine the data gathered. Therapeutic approaches most commonly used by participants were Cognitive Behavioural Therapy (CBT) and Solution Focused Brief Therapy (SFBT). Barriers perceived by EPs as impacting therapeutic practice related to time, government policy, school factors, EP role, and training. Facilitators included service support, intervention outcomes and media interest. Findings suggest that many EPs are applying therapeutic approaches and are keen to provide more within their professional role. 相似文献
142.
143.
Yvonne Ehrenspeck 《Zeitschrift für Erziehungswissenschaft》2001,4(1):5-21
Ohne Zusammenfassung 相似文献
144.
Authentic and self-directed learning in vocational education: Challenges to vocational educators 总被引:1,自引:0,他引:1
Elly de BruijnAuthor Vitae Yvonne LeemanAuthor Vitae 《Teaching and Teacher Education》2011,27(4):694-702
This article analyses the dilemmas and practical tensions in implementing competence-based vocational education. Eleven case studies were conducted, including observation of lessons and interviews with teachers and students. The results show that schools meet various fundamental issues in realising this approach. A crucial question is how to stimulate the acquisition and use of a way of knowing and thinking that is based on vocational theory. Reflection, authenticity and coaching are relevant characteristics that are hardly put into practice yet. To understand these results the article reflects on factors that account for the distance between promising concepts and actual teaching practice. 相似文献
145.
Axinja Hachfeld Adam HahnSascha Schroeder Yvonne Anders Petra StanatMareike Kunter 《Teaching and Teacher Education》2011,27(6):986-996
The article describes the newly developed Teacher Cultural Beliefs Scale (TCBS). The TCBS assesses multicultural and egalitarian beliefs about diversity, both of which reflect favorable attitudes toward immigrant students, but differ with regard to how cultural diversity is believed to be best accommodated in schools. Results from a first study with 433 beginning teachers supported the two-factor structure and the measurement invariance of the scale. Results from a second study with 340 teacher candidates and educational science students showed that proponents of multiculturalism and egalitarianism shared a motivation to control prejudiced reactions, but that they differed in their views on acculturation, prejudices, and authoritarianism. 相似文献
146.
Student engagement that leads to enhanced learning outcomes involves three interdependent facets: behaviour, emotion and cognition. As such, learning activities that encourage deep learning and the intellectual challenging of minds should provide opportunities for reasoning and critical and creative thinking. An approach that resonates strongly with student engagement involves fostering student voice in the classroom, and the generation and utilization of students’ questions is one means of achieving this. Implicit in this approach is the need for both teachers and students to pose questions that engage and intellectually challenge thinking. In this pilot case study, eight volunteer teachers from one school chose to investigate their own practice by either focusing on their own questioning skills to foster student engagement in the classroom or, on how they could support their students to generate intellectually challenging questions that lead to increasing student voice, engagement and deeper learning in the classroom. Key findings were that who does the questioning is not an either-or dichotomy, and that significant pedagogical shifting requires a long-term focus. This shift is influenced by teachers’ commitment to using questioning as a pedagogical approach for enhancing student learning. 相似文献
147.
This meta-analysis studies the association of pedagogical processes in early childhood care and education with outcomes in two academic domains: language and literacy as well as mathematics. It synthesizes evidence from 17 longitudinal studies in nine European countries with 16,461 children in regular center-based care spanning the period between ages 3 and 16. Results of a three-level meta-analysis provided small overall effect sizes for both global and domain-specific process quality, and indicated lasting associations with academic development over children’s school career (ES = .11, Cohen’s d = .22, and ES = .10, Cohen’s d = .20). Effects varied by outcome domain, type of process measure, and differences in adopted analyses, with important implications for pedagogical practice and future research. 相似文献
148.
White Water Writers is an intervention that offers school pupils the opportunity to collaboratively write a novel in a week. The current study uses thematic analysis to interpret the voices of young people with special educational needs and/or disabilities through the characters and relationships created in this fictional writing. The main themes derived from the data were: heroism and villainy, associated with characteristics such as responsibility and control; fictional powers, linking to personal agency; social relations, including positive relationships with peers and authority figures; and anthropomorphism, for exploring new emotions and interactions between humans and animals. This suggests that creative writing may be a useful lens through which to explore young people's views of their lived experiences. 相似文献
149.
Simon Veenman Yvonne Visser Nicole Wijkamp 《School Effectiveness & School Improvement》2013,24(2):135-156
In this study, the implementation effects of a program for the training of coaching skills to Dutch primary school principals are described. Coaching is a form of in‐class support intended to provide teachers with feedback on their own functioning, and thereby to stimulate self‐reflection and self‐analysis in order to improve instructional effectiveness. To assist school principals in their attempts to coach teachers, a training program was designed and evaluated. Based on the pre‐ and post‐training ratings of coaching conferences, a significant treatment effect was found for the coaching skills concerned with the development of autonomy (empowerment), feedback, and agreement on classroom observational goals. The pre‐ and post‐training ratings from the coached teachers themselves showed a significant treatment effect for the coaching skills concerned with the development of improvement plans. Although the training provided for the school principals was directed at the coaching functions of consulting and confronting, the majority of the school principals conducted coaching conferences that emphasized predominantly the function of consulting. 相似文献
150.
Yvonne D. van Leeuwen Marjan C. Pollemans Herman Düsman Cees P.M. van der Vleuten Richard P.T.M. Grol 《Educational Research and Evaluation》2013,19(3):276-286
ABSTRACT The use of written knowledge tests in (medical) education is widespread. Only few of them are thoroughly validated. Usually, validity studies are restricted to establishing ‘face‐validity’, the apparent similarity between test‐material and real life problems. Reliability studies are usually restricted to estimation of the coefficient alpha, representing the reproducibility of rank‐ordering of students at repeated test administration. This study addresses reliability from a broader perspective, using generalizability theory. The approach enables faculty to gain insight into the suitability of the test to serve different educational goals. A written knowledge test was examined, applied in postgraduate training for general practice in the Netherlands. Test‐reliability was approached from different perspectives: the norm‐oriented perspective, aiming at rank‐ordering (groups of) students, the domain‐oriented perspective, aiming at determining the absolute score level of (groups of) students and the decision‐oriented perspective, aiming at taking pass‐fail decisions. Reliability estimates differed for the different perspectives. The implication of the results and feasible options to increase reliability are discussed. 相似文献