全文获取类型
收费全文 | 383篇 |
免费 | 10篇 |
专业分类
教育 | 333篇 |
科学研究 | 8篇 |
各国文化 | 6篇 |
体育 | 10篇 |
文化理论 | 1篇 |
信息传播 | 35篇 |
出版年
2022年 | 8篇 |
2021年 | 2篇 |
2020年 | 9篇 |
2019年 | 15篇 |
2018年 | 15篇 |
2017年 | 22篇 |
2016年 | 15篇 |
2015年 | 10篇 |
2014年 | 23篇 |
2013年 | 84篇 |
2012年 | 8篇 |
2011年 | 9篇 |
2010年 | 11篇 |
2009年 | 10篇 |
2008年 | 15篇 |
2007年 | 8篇 |
2006年 | 6篇 |
2005年 | 7篇 |
2004年 | 6篇 |
2003年 | 6篇 |
2002年 | 3篇 |
2001年 | 3篇 |
2000年 | 5篇 |
1999年 | 3篇 |
1997年 | 4篇 |
1996年 | 6篇 |
1995年 | 2篇 |
1994年 | 2篇 |
1993年 | 4篇 |
1992年 | 6篇 |
1991年 | 6篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 4篇 |
1987年 | 5篇 |
1986年 | 3篇 |
1985年 | 4篇 |
1984年 | 5篇 |
1983年 | 4篇 |
1981年 | 4篇 |
1980年 | 4篇 |
1979年 | 5篇 |
1978年 | 2篇 |
1977年 | 3篇 |
1968年 | 1篇 |
1967年 | 1篇 |
1966年 | 2篇 |
1930年 | 1篇 |
1924年 | 1篇 |
1875年 | 2篇 |
排序方式: 共有393条查询结果,搜索用时 65 毫秒
381.
The use of competence as a basis for the education and training of teachers has become commonplace. Department for Education (DfE) circulars 9/92 (DfE, June 1992) and 14/93 (DfE, November 1993) have indicated the way forward for competence‐based teacher training. This paper suggests that it is possible to identify three models of competence which seem to dominate research. The first is broadly behaviourist in its approach and depends largely upon the inculcation of domain‐specific behaviours. The second can be termed a process model, which attempts to map out the process of competent action in terms of flexibility. The third may be described as a cognitive model, since it attributes such importance to knowledge and understanding in underpinning competent action. Each of these models is examined in relation to certain key variables: their interpretation of knowledge and understanding, methods of assessment, and forms of training. A final section draws attention to important factors which operate in competent performance and which must be realised in any competency approach to the training and education of teachers. 相似文献
382.
383.
Beatrice K. Reynolds 《Int J Intercult Relat》1984,8(3):269-278
The Rokeach Value Survey was used as the instrument to study the values of German and American university students. The Survey was translated into German by the hack-translation method. It was administered to 199 students in Germany in May, 1982 and to 231 students in the United States in the fall. 1982. The results show the differences as well as the similarities between the two groups in their value orientations. The distinct differences between the two groups are: (1) the Germans are more competence oriented in the means they desire to attain their end-states of existence; however, their end-states of existence are society-oriented and interpersonal. (2) The Americans are morality oriented in the modes of conduct they desire to attain their end-states of existence: their end-slates of existence are more personal or self-centered and intrapersonal than those of the Germans. Thus, the means to the end, as well as the end, differ for both groups. 相似文献
384.
Rates Christopher A. Mulvey Bridget K. Chiu Jennifer L. Stenger Katelyn 《Instructional Science》2022,50(2):199-221
Instructional Science - Most of humanity’s important and difficult problems such as pandemics, environmental health, and social unrest require recognizing and understanding complex systems.... 相似文献
385.
Walsh Bridget A. Edwards Adrienne L. Cook Gina A. Hughes-Belding Kere Rahn Ellen 《Early Childhood Education Journal》2022,50(7):1143-1155
Early Childhood Education Journal - Research-based professional development opportunities for early childhood home visitors are valuable to the Early Head Start-Home-Based Option (EHS-HBO) and to... 相似文献
386.
Antje von Suchodoletz Anika Fäsche Catherine Gunzenhauser Bridget K. Hamre 《Early childhood research quarterly》2014
The study examined the applicability and generalizability of the Classroom Assessment Scoring System Pre-K (CLASS Pre-K; Pianta, La Paro, & Hamre, 2008) and the associated conceptual Teaching through Interaction framework to understand classroom processes in the German early education system. Three broad domains describe effective teacher–child interactions: Emotional Support, Classroom Organization, and Instructional Support. In the present study, we observed teacher–child interactions in 63 classrooms drawn from 26 different preschools using the CLASS Pre-K. Consistent with research from the United States, CLASS Pre-K scores demonstrated that the quality of teacher–child interactions varied widely. Data indicated that the levels of Emotional Support and Classroom Organization were moderate. In contrast, the level of Instructional Support was rather low and even decreased over the course of the morning. Furthermore, Emotional Support was found to decrease over the day in classrooms with a higher child–teacher ratio. Results have important implications for policy and practice with regard to the quality of care and education in German preschools. 相似文献
387.
The aim of this study is to examine associations among childhood physical, emotional, or sexual abuse and violence toward self (suicide attempts [SA]) and others (interpersonal aggression [IA]). Data were obtained from the National Epidemiologic Survey on Alcohol and Related Conditions Waves 1 and 2 (n = 34,653). Multinomial logistic regression examined associations between type of childhood abuse and violence categories, adjusting for demographic variables, other childhood adversity, and DSM-IV psychiatric disorders. The prevalence of reported childhood abuse was 4.60% for physical abuse, 7.83% for emotional abuse, and 10.20% for sexual abuse. Approximately 18% of adults reported some form of violent behavior, distributed as follows: IA, 13.37%; SA, 2.64%; and SA with IA, 1.85%. After adjusting for demographic variables, other childhood adversity, and psychiatric disorders, each type of childhood abuse was significantly related to increased risk for each violence category as compared with the no violence category. Furthermore, the odds ratio of childhood physical abuse was significantly higher for SA with IA when compared with IA, and the odds ratio of childhood sexual abuse was significantly higher for SA and SA with IA when compared with IA. Childhood physical, emotional, and sexual abuse is directly related to the risk for violent behaviors to self and others. Both internalizing and externalizing psychiatric disorders impact the association between childhood abuse and violence. The inclusion of suicidal behaviors and interpersonal aggression and internalizing/externalizing psychiatric disorders within an integrated conceptual framework will facilitate more effective interventions for long-lasting effects of child abuse. 相似文献
388.
Bridget A. Walsh Heidi Cromer Daniel J. Weigel 《Early education and development》2014,25(8):1142-1161
Research Findings: DVD classroom newsletters are one proposed technology tool to promote classroom-to-home connections. The present study explored the experiences of prekindergarten children from predominantly Spanish-speaking homes with bilingual (English and Spanish) DVD classroom newsletters. On average, parents reported that children watched each DVD nearly 3 times. Interviews with children and other sources, including parent logs, teacher logs, and a teacher focus group, also captured children's experiences. Findings indicate that children have overall positive experiences with watching DVD classroom newsletters at home. Practice or Policy: Overall the findings support the use of DVD newsletters in prekindergarten programs as a way to create an opportunity to empower children, strengthen their digital literacy, extend the learning environment, and provide opportunities for meaningful conversations in the classroom and home. 相似文献
389.
Higher Education - University teachers’ practices of resistance against dominant epistemological norms have been described in recent critical higher education literature, but comparatively... 相似文献
390.
Changing Teacher–Child Dyadic Interactions to Improve Preschool Children's Externalizing Behaviors 下载免费PDF全文
Amanda P. Williford Jennifer LoCasale‐Crouch Jessica Vick Whittaker Jamie DeCoster Karyn A. Hartz Lauren M. Carter Catherine Sanger Wolcott Bridget E. Hatfield 《Child development》2017,88(5):1544-1553
A randomized controlled trial was used to examine the impact of an attachment‐based, teacher–child, dyadic intervention (Banking Time) to improve children's externalizing behavior. Participants included 183 teachers and 470 preschool children (3–4 years of age). Classrooms were randomly assigned to Banking Time, child time, or business as usual (BAU). Sparse evidence was found for main effects on child behavior. Teachers in Banking Time demonstrated lower negativity and fewer positive interactions with children compared to BAU teachers at post assessment. The impacts of Banking Time and child time on reductions of parent‐ and teacher‐reported externalizing behavior were greater when teachers evidenced higher‐quality, classroom‐level, teacher–child interactions at baseline. An opposite moderating effect was found for children's positive engagement with teachers. 相似文献