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51.
Lysann Zander Madeleine Kreutzmann Bettina Hannover 《Zeitschrift für Erziehungswissenschaft》2017,20(3):353-386
Peer relations in the classroom have long been subject to scientific investigation. Extensive evidence confirms their influences, either facilitating or impeding learning. In this contribution, we systematize these influences by (1) differentiating between affective and cognitive-instrumental peer relations. Further, we outline central mechanisms by which (2) these influences unfold and (3) students self-select into (mal-)adaptive peer-relations. Next, we (4) discern the role of teachers as managers of peer-relations and (5) determine arrangements by which affective and cognitive-instrumental relationship structures can be positively influenced. Finally, we infer the meaning of the systematic study of peer-relations for the development of interventions for handling current challenges in the educational system (fan effect, inclusion, social integration of refugee children and adolescents). 相似文献
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Patrick McGuire Mable B. Kinzie Daniel B. Berch 《Early Childhood Education Journal》2012,40(4):213-222
Teachers in early childhood and elementary classrooms (grades K-5) have been using ten-frames as an instructional tool to support students’ mathematics skill development for many years. Use of the similar five-frame has been limited, however, despite its apparent potential as an instructional scaffold in the early elementary grades. Due to scant evidence of teacher use and a lack of systematic research we know little to nothing about both the developmental and pedagogical implications of using five frames and related instructional manipulatives in early childhood mathematics classrooms. In this paper, we provide an overview of five-frames and specifically demonstrate ways that five-frames, if used in conjunction with concrete manipulatives, can support pre-kindergarten (pre-K) children’s development of Gelman and Gallistel’s (1978) three basic counting principles: the stable-order principle, one-to-one correspondence, and cardinality. We conclude by discussing the developmental and instructional implications of using five-frames, as well as offer a set of teaching tips designed to help teachers maximize the potential advantages of integrating five-frames in the pre-K classroom. 相似文献
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Heiko Quast Heike Spangenberg Prof. Dr. Bettina Hannover PD Dr. Edith Braun 《Zeitschrift für Erziehungswissenschaft》2012,15(2):305-326
Even more than other European countries, Germany must fear a serious future skills shortage and lack of experts. Therefore, increasing the proportion of high school graduates who wish to study at a university is a clear political objective. The aim of this paper is to identify variables that hinder or support the decision to pursue university studies. We used longitudinal data of 23,000 graduates of upper secondary school of the years 2002, 2004, 2006, and 2008 to analyze how tuition fees (which are charged only in some of the German federal states), family status, and students?? own cost-benefit analyses impacted their decision in favor or against taking up university studies. Results showed that the subjective costs of higher education were highest for persons of low social economic background, and for women. Also, the introduction of tuition fees in some federal states in the year 2006 lowered the percentage of students who wanted to enter higher education. Contrary to our expectations, however, this effect was observed in all federal states, irrespective of whether they had introduced tuition fees or not. Our results suggest that participation in higher education can be increased by both lowering (social and psychological) costs and raising (social and psychological) benefits of higher education. 相似文献
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Bettina Perthold-Stoitzner 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2010,9(4):120-128
Beim Speziallehrgang für diplomierte Sozialarbeiter "Gemeinwesenorientiertes Sozial-Management und Sozialmarketing" und beim
Universit?tslehrgang "Soziale Arbeit und Sozial-Management" der Donau-Universit?t Krems besteht keine Gleichwertigkeit mit
einem fachlich in Frage kommenden Diplomstudium, Magisterstudium, Fachhochschul-Diplomstudiengang oder Fachhochschul-Magisterstudiengang
iSd § 64 Abs 4 UG, weil die ersteren "der Weiterbildung" dienen, die angeführten Studien bzw Studieng?nge hingegen (insbesondere)
der wissenschaftlichen Berufsvorbildung bzw der wissenschaftlich fundierten Berufsausbildung. 相似文献
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