全文获取类型
收费全文 | 1031篇 |
免费 | 16篇 |
国内免费 | 1篇 |
专业分类
教育 | 868篇 |
科学研究 | 30篇 |
各国文化 | 10篇 |
体育 | 30篇 |
文化理论 | 13篇 |
信息传播 | 97篇 |
出版年
2022年 | 5篇 |
2021年 | 8篇 |
2020年 | 24篇 |
2019年 | 28篇 |
2018年 | 37篇 |
2017年 | 26篇 |
2016年 | 37篇 |
2015年 | 24篇 |
2014年 | 17篇 |
2013年 | 264篇 |
2012年 | 21篇 |
2011年 | 24篇 |
2010年 | 26篇 |
2009年 | 28篇 |
2008年 | 38篇 |
2007年 | 20篇 |
2006年 | 24篇 |
2005年 | 27篇 |
2004年 | 21篇 |
2003年 | 15篇 |
2002年 | 14篇 |
2001年 | 15篇 |
2000年 | 23篇 |
1999年 | 10篇 |
1998年 | 5篇 |
1997年 | 22篇 |
1996年 | 25篇 |
1995年 | 16篇 |
1994年 | 10篇 |
1993年 | 15篇 |
1992年 | 8篇 |
1991年 | 9篇 |
1990年 | 8篇 |
1989年 | 12篇 |
1988年 | 13篇 |
1987年 | 6篇 |
1986年 | 15篇 |
1985年 | 18篇 |
1984年 | 10篇 |
1983年 | 11篇 |
1982年 | 5篇 |
1981年 | 11篇 |
1980年 | 10篇 |
1979年 | 6篇 |
1977年 | 5篇 |
1976年 | 5篇 |
1973年 | 4篇 |
1970年 | 2篇 |
1923年 | 2篇 |
1828年 | 3篇 |
排序方式: 共有1048条查询结果,搜索用时 31 毫秒
71.
Ruth Germain 《British Journal of Special Education》2009,36(4):223-224
72.
73.
74.
The idea of a normal university in the 21st century 总被引:1,自引:0,他引:1
The establishment of normal colleges and universities is an important component of building a modern country, which possesses
different value ethos with the universities. The emergence of the école Normale Supérieure in Paris and the local normal schools
has set a new model for teacher education around the world and promoted values and knowledge patterns promoted by them quite
distinctive from those of the traditional European university. In order to improve the quality of teacher education, the models
of teacher education in the U.S., Japan, U.K., etc., are being continually innovated. China has created the teacher education
model different with the U.S., Japan, U.K. and France, which is a contribution to the development of international teacher
education. 相似文献
75.
Neal RE Ajamie LF Harmon KD Kellerby CD Schweikhard AJ 《Medical reference services quarterly》2010,29(4):405-413
In planning for a new library construction project for the University of Oklahoma-Tulsa, graduate students enrolled in the University of Oklahoma (OU) School of Library and Information Studies collaborated in an innovative effort to develop a commons-based reference service. By first considering a philosophical approach to the need for a commons, blending in the experiences of other libraries that have created similar spaces, and focusing on the workflow issues likely to be encountered by the graduate assistants staffing the commons itself, this planning team developed an uncommon peer-to-peer approach to reference and education services, one focused on the patron as student. 相似文献
76.
Ruth Pilkington 《International Journal for Academic Development》2013,18(3):251-263
Courses are widely used to provide professional qualifications for higher education (HE) practitioners. However, the question of how experienced academics might gain recognition as professional educators without completing a course is not well explored. This paper introduces the use of professional dialogue for this purpose, describing an approach being applied within four UK universities. The paper discusses the value of the professional dialogue, drawing on assessors’ and participants’ voices to provide empirical evidence. Findings from the study suggest that ‘assessed dialogues’ provide a more authentic route to professional recognition for experienced HE academics, effectively synthesising professional development, the individual and organisational learning. 相似文献
77.
Ruth Dann 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):33-37
This paper focuses on the Primary PGCE at Keele University, which is now in its third year of a new course structure, fulfilling the requirements of the DFE circular 14/93. As the school‐based partnership has developed, teacher‐mentors have gained new understanding of both their role in teacher training and their relationship with Higher Education Institutions (HEIs). This paper seeks to outline how the process of mentoring has developed teachers’ skills in a way which has promoted their understanding of, and interest in, school‐based research. Four key issues are explored in probing the link between mentoring and school‐based research: the difference between theory and practice; links between teacher‐mentors and HEI tutors, the process of reflective practice; teachers as knowledge constructors. These are examined in relation to the process of mentoring and to the way in which each contributes to developing mentors’ participation and interest in school‐based research. 相似文献
78.
Ruth Heilbronn 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):62-65
The article briefly reports on a school‐based training group, citing it as illustration of a development shared by other schools which have evolved partnerships with higher education. It suggests that good mentoring practice has existed in previous years and that there is a pool of expertise in schools, which can be tapped for the benefit of teacher training in the new courses. (Implementation of Circular 9/92). 1 相似文献
79.
Darlene Ciuffetelli Parker Ruth McQuirter Scott 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):405-425
This article details a narrative inquiry journey between a novice pretenured professor and an experienced tenured professor from 2005 to 2009 to illustrate collaborative mentorship. The authors examine the importance of storied inquiry in studying mentoring and describe how their narrative journey as collaborators informed their relationship and respective understandings of the tenure process. Data were collected from written narratives, correspondence, and conversations within a mentorship program. Three dimensions of narrative inquiry are used to explore the themes of writing as nurturing the mentoring relationship and the assimilation into the academy: fear and anxiety along the tenureship path, building community and a collaborative mentorship, and balance between life and academia. 相似文献
80.
Parenting a child with Attention Deficit Hyperactivity Disorder (ADHD) is a challenging experience. The hyperactivity, impulsivity and inattention of a child with ADHD often put parenting skills to the test. The present study thus aimed to explore the experiences of parents of children with ADHD in Ireland. Eighteen parents of 7–12-year-old boys with a diagnosis of ADHD took part in open-ended interviews. Thematic analysis was carried out on the interview content. Six major themes were identified: (1) getting your head around ADHD; (2) the child takes over; (3) emotional impact; (4) inconsistency of structural supports; (5) ignorance and discrimination; and (6) it's not all bad. Results are discussed in terms of the need to implement family-centred supports for ADHD. The importance of educating the population at large about ADHD is also discussed. Finally, the need to take a more positive, strengths-based approach to ADHD is highlighted. 相似文献