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High school grades and both the verbal and mathematical scales of the Scholastic Aptitude Test (SAT-V and SAT-M, respectively) were examined as predictors of college grade point average in groups divided by race and sex. Results indicated that high school grades were not correlated as highly with college grades for black males as for the other three groups, although there were no significant differences in the correlation of either SAT-V or SAT-M with college grades. Moreover, the multiple regression equation for the black male group differed from the equations for the other groups in that SAT-V is the predictor of primary importance rather than high school grades. Weights derived on a random sample of the student body caused substantial shrinkage of the multiple R only in the black male sample. Both black males and black females were significantly overpredicted by such weights. The importance of separate prediction equations for race-sex groupings was emphasized. 相似文献
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美国社区学院和职业教育与培训的关系 总被引:1,自引:0,他引:1
MICHAEL MURPHY 《职业技术教育》2001,(5):63-64
美国的社区学院起始于100多年以前.那时候,几所最具声誉的大学领导人,在芝加哥大学校长WILLIAMRAINDY HARPER博士的影响下,开始探索中等与高等教育的衔接问题.他们认为,高等院校最初两年的教育与其后两年的教育相比,实际上与高中最后两年的教育更为接近.美国的教育体制包括四年的高中教育和四年的大学本科教育.象芝加哥大学那样的高等院校的办校宗旨是培养他们很多的学生进研究生院.HARPER校长认为,大学教育的重点应着重于本科大学后两年的教育,为学生进研究生院或专职学院作好准备. 相似文献
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The research described in this article aimed to explore and examine the dominant ‘assessment’ and ‘participation’ stories of upper‐primary pupils with long‐standing and marked literacy learning needs, their views on how their level of participation in the assessment and remediation of their additional needs might be increased and also how they perceive themselves as literacy learners. This qualitative small‐scale study adopted a case study approach and utilised creative methodologies in the context of focus groups to investigate sensitively the views and experiences of Key Stage 2 pupils with additional needs in literacy. The findings discussed here are based on the outcomes from the four Northern Irish schools that participated in the original cross‐border (Northern Ireland/Republic of Ireland) study. Findings are discussed in the context of strategies for promoting holistic and empowering pathways for learners with additional needs in literacy. 相似文献
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MICHAEL CARMEL 《Health information and libraries journal》1986,3(1):28-34
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MICHAEL FORDHAM 《Journal of Philosophy of Education》2016,50(3):419-431
Alasdair MacIntyre's argument, that teaching is not a social practice, has been extensively criticised, and indeed teaching is normally understood more generally to be a form of generic activity that is a practice in its own right. His associated proposition, that teachers are practitioners of the discipline they teach, has, however, received considerably less attention. MacIntyre himself recognised that for teachers to be understood as being part of the discipline they teach, a broader definition of what is meant by ‘discipline’ would be required. In order to achieve this, it is necessary to make a distinction between a ‘discipline’ and a ‘profession’ and not to conflate the practice of the discipline with the practice of professional academics. Such a distinction makes it possible to argue that teachers are engaged in the practice of the discipline they teach. As recent developments in social epistemology and the sociology of knowledge have suggested, it is indeed not just possible, but arguably necessary, to understand teachers in these terms. In seeking to understand what it means to be a teacher, there is thus much to be gained from further reflection as to the relationship between a teacher and his or her academic discipline. The reconsideration of this relationship might well cause us to challenge the idea that teaching is a form of generic activity. 相似文献
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Factor analysis of the Supervisor Emphasis Rating Form suggested the presence of two underlying factors corresponding to supervisors' focus on professional behavior and process skills. 相似文献