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51.
Jahresinhaltsverzeichnis und Register
Jahresinhaltsverzeichnis und Register 相似文献52.
Picturing global educational inclusion? Looking and thinking across students’ photographs from the UK,Zambia and Indonesia 总被引:1,自引:0,他引:1
Ian Kaplan Ingrid Lewis Paul Mumba 《Journal of Research in Special Educational Needs》2007,7(1):23-35
Over the last few years we have engaged children and young people in participatory photography projects in a diverse range of international contexts. The projects, diverse as they are, have been school-based and primarily focused on students' experiences of educational inclusion/exclusion. Photographs taken by students can stimulate conversations in which different perspectives are shared and considered. Whilst this process is meaningful within a local context, it is also compelling to reflect more widely on what children and young people's photographs and commentary (and through these their interpretations of their educational experiences) have to tell and, indeed, show us about educational inclusion globally. In this paper, we begin by explaining what we mean by the term 'educational inclusion', and consider what methodological relevance the participatory photography has for engaging in research with children and young people about their educational experiences. We then briefly describe the contexts of the projects this paper draws on, which took place in the UK, Zambia and Indonesia. In the main body of the paper, we will look across these international projects and consider a selection of students' photographs and interpretations in relation to several broad themes about educational inclusion which they suggest. 相似文献
53.
European Journal of Psychology of Education - 相似文献
54.
Ingrid Lund 《Journal of Research in Special Educational Needs》2008,8(2):78-87
Shyness is not unlike many psychological constructs in that it connotes a rich cluster of behaviours, cognitions, feelings and bodily reactions. But when adolescents' shyness creates keen sensitivity to cues of being rejected, preventing them from speaking up for their rights and expressing their own opinions, thereby encouraging self-consciousness and excessive preoccupation with their emotions, it becomes a problem for both these adolescents and their surroundings. This paper presents 10 adolescents' experiences of being shy in a school context to such a degree that it is regarded as being a behavioural and emotional problem. In light of elements from an existential-phenomenological understanding, challenges and remedial measures for these adolescents as well as their peers and teachers are discussed. Finally, focus will be placed on how teachers can promote good relationships and working environments and in this manner prevent shyness from becoming a behavioural and emotional problem in school. 相似文献
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56.
For centuries, Switzerland has been a multilingual country (which currently has no less than four official languages.) Furthermore, one of those languages, German, is characterised by bigraphism (i.e. the coexistence of two different type styles). This article discusses the role played by language and writing systems in the great educational scheme that was designed to create a shared national identity among Swiss people – despite the friction caused by cantonal and local idiosyncrasies, different cultural backgrounds, and deep-rooted traditions. It focuses on the timespan from the mid-nineteenth century to the end of the First World War, a period during which nation-states were formed all over Europe. The findings show how language and writing systems were intertwined with local, cantonal and national identities in a state (Switzerland) that had no uniform national language. It was through the use of language and writing that ideas of ‘us’ (herein, the Swiss) and ‘others’ (herein, the non-Swiss) were constructed, disseminated and perpetuated. 相似文献
57.
Objective
The aim of the study was to examine caregiver management strategies for child sexual abuse (CSA) when presented with hypothetical scenarios that vary in physical invasiveness.Methods
One hundred fifty three caregivers were given 3 scenarios of CSA with 7 management strategies presented in the 21-item Taking Action Strategies (TAS) scale. Caregivers were asked to rate strategies according to their willingness to carry out each action with rating of 5 = greater likelihood of carrying out the action specified while a rating of 1 = a lower likelihood of carrying out that action. CSA scenarios included exposure to pornography/masturbation, fondling, and penetration while management strategies including fighting the accused, blaming the child, and outreaching to the authorities. Repeated measures ANOVA was used to compare mean TAS scores for the management strategies across CSA scenarios.Results
The difference between TAS scores across the abuse scenarios was statistically significant (p < .001). Mean TAS scores reflected greater preference for taking action if the abusive act was perceived as more physically intrusive (exposure to pornography/masturbation-TAS 3.5, fondling-TAS 3.7, penetration-TAS 3.8). Caregivers reported being less willing to handle a disclosure of CSA without outreach (TAS 2.5 and 2.0 for fighting and blaming the child, respectively) and more willing to manage a disclosure with outreach to authorities (TAS 3.8, 4.5, and 4.7 for outreaching to Child Protective Services [CPS], to the child's healthcare provider and police, respectively). A predictor of caregiver outreach to authorities identified was the caregiver having past interactions with CPS.Conclusion
Perception of the physical invasiveness of CSA and demographic factors can impact caregiver management strategies after a disclosure.Practice implications
Results suggest that several factors influence caregiver management of sexual abuse. These factors warrant further study, as they are potential contributors to declining trends in CSA cases observed. Other implications include the need for educational efforts targeting caregivers. These interventions should focus on dispelling myths about the perceived physical invasiveness of CSA. These perceptions should not mitigate a caregiver's decision to involve the authorities in their management after a disclosure. Lastly, despite criticisms of the child protective systems, caregivers with past encounters with CPS view these related agencies as valuable resources. 相似文献58.
Evariste Karangwa Ingrid Lewis 《International Journal of Disability, Development & Education》2010,57(3):267-278
This article explores the meaning of community and perceptions of disability in Rwanda, as revealed through a community‐based ethnographic study. This study took place in Rwanda in an educational policy context driven by international rhetoric about human rights, inclusion and the arguably unachievable Education for All targets. We argue that the emphasis on the inclusion of marginalised groups in Rwanda’s current education policy is a reality on paper, but not in practice. However, we explore the potential for a deeper understanding of community responses to disability, and ways in which the rhetoric and reality gap can be bridged. We consider some of the attitudinal and infrastructural barriers in educational settings and argue that Rwandan communities are resourceful, and can be supported to respond appropriately to children with disabilities. 相似文献
59.
Storbeck C Martin D Parkin I Magongwa L Druchen BP Batchelor M McIlroy G De Villiers D Captieux-Bhana N Rasebopye L Rasebopye D Krige-Henderson S Krige F Louw A Surtees T Smit AL Cox R Henderson M 《American annals of the deaf》2010,155(4):488-518
In a special section of the american Annals of the Deaf, Deaf education and the Deaf community in South Africa are discussed. The special section is organized into 7 segments: a historical overview to establish context, the educational context, educators and learners, postgraduate education and employment, perspectives of Deaf children and their parents, sport and the arts, and spiritual lives and mental health. Throughout the entire section, however, the central focus is on the overall foundation (or lack thereof) of education for Deaf learners in South Africa. 相似文献
60.
Akerson Valarie L. Carter Ingrid Pongsanon Khemmawadee Nargund-Joshi Vanashri 《Science & Education》2019,28(3-5):391-411
Science & Education - Our goal in this article is to provide research-based strategies for embedding Nature of Science (NOS) into science instruction at the elementary level. We thus intend to... 相似文献