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The article makes a case for the construction of narratives as major focus for career planning. Narratives can be seen as an appropriate compliment to the analysis of objective test data that has dominated our practice in the past. Narrative is described as an approach for career counselors to understand clients' vocational experiences and future plans. Subjective and objective aspects of a career narrative are explored, and emphasis is placed on co-authoring a career story that is subjectively meaningful and objectively sound. The client's subjective understanding of the career story is given importance as being pivotal information that must be considered in career counseling. Five key interventions are described from a narrative perspective. 相似文献
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Paul Caldarella Lynnette Christensen Thomas J. Kramer Kalli Kronmiller 《Early Childhood Education Journal》2009,37(1):51-56
The promotion of social and emotional learning (SEL) in schools may help prevent emotional and behavioral problems of students.
This study evaluated the effects of a SEL curriculum, Strong Start, on the social-emotional competence of 26 second grade students, using a quasi-experimental, non-equivalent control group
design. Results revealed statistically significant and meaningful improvements in teacher ratings of students’ internalizing
and peer-related pro-social behaviors, particularly for students at greater risk. Conversely, control group students experienced
significant worsening of internalizing behaviors and decreased levels of peer-related pro-social behaviors. No changes were
reported in externalizing behaviors for either group. Treatment integrity and social validity ratings of Strong Start were high. Limitations and implications of this study are addressed.
The authors are listed alphabetically by last name and all shared equally in the preparation of this paper. 相似文献
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Food intake of Kalenjin runners in Kenya: A field study. 相似文献
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Elliot Mylott Ellynne Kutschera Justin C. Dunlap Warren Christensen Ralf Widenhorn 《Journal of Science Education and Technology》2016,25(2):222-231
We will describe a one-quarter pilot algebra-based introductory physics course for pre-health and life science majors. The course features videos with biomedical experts and cogent biomedically inspired physics content. The materials were used in a flipped classroom as well as an all-online environment where students interacted with multimedia materials online and prior to engaging in classroom activities. Pre-lecture questions on both the medical content covered in the video media and the physics concepts in the written material were designed to engage students and probe their understanding of physics. The course featured group discussion and peer-lead instruction. Following in-class instruction, students engaged with homework assignments which explore the connections of physics and the medical field in a quantitative manner. Course surveys showed a positive response by the vast majority of students. Students largely indicated that the course helped them to make a connection between physics and the biomedical field. The biomedical focus and different course format were seen as an improvement to previous traditional physics instruction. 相似文献
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Arnold M. Christensen 《The Educational forum》2013,77(1):41-45
This study investigated preservice teachers’ beliefs and attitudes about teaching culturally and linguistically diverse students when progressing through specially designed courses. Data were collected using the Teacher Multicultural Attitude Survey and semi-structured interviews. Analyses indicated that preservice teachers who received more multicultural preparation held more positive attitudes and based their attitudes more on academic preparation than on personal experiences. Preservice teachers who completed the multicultural course and English for speakers of other languages field placement had a more in-depth understanding of how to help culturally and linguistically diverse students. 相似文献
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This article introduces the special issue of Prospects on “Aid effectiveness in education”. It brings together case studies of attempts in several very different contexts to improve
the effectiveness of the use of aid in the education sector. By drawing on the historical evolution of the new paradigm over
the last 20 years, the authors make the case for a closer focus on aid’s effectiveness in education, as well as the need to
reform the aid effectiveness architecture. In particular, they identify two major obstacles that need to be overcome to improve
aid’s effectiveness in education: the lack of sufficient institutional and staff incentives for coordinated and harmonized
behaviour; and factors that lead to risk-aversion and discourage innovation in delivering aid effectively. 相似文献
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