全文获取类型
收费全文 | 302篇 |
免费 | 5篇 |
国内免费 | 1篇 |
专业分类
教育 | 249篇 |
科学研究 | 9篇 |
体育 | 15篇 |
文化理论 | 3篇 |
信息传播 | 32篇 |
出版年
2024年 | 1篇 |
2023年 | 7篇 |
2022年 | 9篇 |
2021年 | 11篇 |
2020年 | 12篇 |
2019年 | 18篇 |
2018年 | 23篇 |
2017年 | 28篇 |
2016年 | 20篇 |
2015年 | 6篇 |
2014年 | 15篇 |
2013年 | 50篇 |
2012年 | 17篇 |
2011年 | 4篇 |
2010年 | 8篇 |
2009年 | 8篇 |
2008年 | 6篇 |
2007年 | 7篇 |
2006年 | 4篇 |
2005年 | 7篇 |
2004年 | 4篇 |
2003年 | 3篇 |
2002年 | 8篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1999年 | 1篇 |
1998年 | 4篇 |
1997年 | 3篇 |
1995年 | 2篇 |
1993年 | 2篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1990年 | 1篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1981年 | 1篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1974年 | 2篇 |
排序方式: 共有308条查询结果,搜索用时 515 毫秒
231.
232.
Self-efficacy is an important motivational construct for primary school teachers (teachers of children aged 5–12 years) within Australia. Teacher self-efficacy beliefs will determine the level of teacher confidence and competence to engage with a task. In this study, we explore engagement with digital technology and the associated learning and teaching of digital technology. Exploring the teacher self-efficacy beliefs towards technology of pre-service teachers, this study surveyed pre-service teachers studying to become primary teachers in two states within Australia (Victoria and Queensland). Findings are important as they provide insights into current levels of perceived competence and confidence towards engaging with digital technology as a future teacher. Findings highlight vast difference across a variety of teacher skills and actions. Given that beliefs are resistant to change after the beginning phase of teaching, it is important to understand the current beliefs of pre-service teachers who will soon be present in Australian classrooms. 相似文献
233.
Susanne Schwab Tanja Wimberger Christoforos Mamas 《International Journal of Disability, Development & Education》2019,66(3):325-342
ABSTRACTResearch indicates that children with hearing impairment are at higher risk regarding their social participation in school compared to their hearing peers. The purpose of this study was to investigate the social participation of 7th Grade students with hearing impairment in inclusive classrooms. Data from 62 7th Grade students across three classrooms and teachers were collected via paper-and-pencil questionnaires and from regular and special needs teachers via interviews. Results from the single case studies in three classrooms indicate that students with hearing impairment feel less socially integrated and less accepted by their peers. They do, however, interact more with other students with special needs and most students with hearing impairment have friends in their class. Teachers evaluated social integration, acceptance, interaction and friendships of their students with hearing impairment as average or as above average. The teachers’ evaluations only partly correspond to the self-perceptions of the students. Factors that either promote or hinder participation on an institutional, teacher, teaching and student level were exposed, which may have important practice and policy implications. 相似文献
234.
Susanne?C.?Goethals Valerie?L.?SchwiebertEmail author 《International journal for the advancement of counseling》2005,27(3):457-469
This paper examines the responsibilities of mental health professionals, particularly counselors, to those who identify or
might be identifiable as “transgendered.” There are two main objectives. The first is to describe the critical reflection
necessary to deal with gender-variant clients in an ethical and effective manner. The second is to discuss a psychotherapeutic
model that is likely to be effective in integrating such reflection into the clinical process, and to make counseling recommendations
on that basis. 相似文献
235.
Susanne Severinsson 《International Journal of Inclusive Education》2016,20(9):921-933
Swedish and international research points to serious problems for the education of students with social, emotional and behavioural difficulties (SEBD) in the care of social welfare, for example, in residential care. The aim of this article is to elucidate how documentation, care plans (CPs) and individual educational plans (IEPs) outline the educational prospects for SEBD students in residential care. A more specific aim is to study how the form or template partakes in the production of educational trajectories. Using post-structural theory and the concepts of actor-network theory, this paper highlights the forms or templates as agentive forces in a network with students, parents, teachers and social workers. Documentation reveals few expectations that these teenagers can become capable learners and almost all of the subjects have been given a reduced curriculum. The lack of headings such as ‘Student's or parents’ opinion’ or ‘School subjects’ can be understood as indications that these topics are considered to be of less importance. Individual differences between students disappear when the electronic document enables the use of the exact same phrases and words to describe different students. These results, along with previous research, point to an immediate need to discuss both the form and content of documentation in educational practice and to consider what, for what reason and for whom to document. 相似文献
236.
237.
Susanne Ihsen 《European Journal of Engineering Education》2005,30(4):487-494
Today we are confronted with a new challenge in product development: “Diversity” needs to be implemented in the engineering design and development teams. Such diversity means to “mirror” within the teams the characteristics of different customer groups: the two genders, the different age groups, and the different cultural background corresponding to the cultural differences represented in today’s society. Thus the products and services developed in this way are expected to serve more specifically the different customer groups within society. This approach has already been proven successful, {\rm e.g.}, in some areas of car design and consumer goods. Therefore, science and engineering should in this sense become concerned with diversity across society. In particular engineering education needs to focus on different student groups, especially women. Both enterprises and universities have to put emphasis on co-operation in order to achieve such focus on these new and different customers groups. But what sounds so easy in a pragmatic view, becomes more and more difficult under considerations of the traditional patterns in engineering education. It means accepting different motivations and experiences of students, especially women. It means also to accept different ways of teaching and learning and thus, different strategies in both engineering education and research. One way to develop engineering education further as suggested here, shows the new approach of “Gender Studies in Engineering” to be described in this paper. 相似文献
238.
Susanne Schwab 《教育心理学》2019,39(1):4-18
This study aims to show the importance of explicitly identifying student-specific teachers’ self-efficacy. Data from 43 regular teachers who rated their self-efficacy towards 611 fourth-grade students from inclusive classes in Austria were analyzed. In addition, 15 regular teachers and 15 special needs teachers rated their student-specific self-efficacy levels of 136 students. Teachers’ sense of self-efficacy towards individual students was assessed using a short, adapted version of Tschannen-Moran and Woolfolk Hoy’s Teachers’ Sense of Efficacy Scale. Results of multilevel-regression analysis showed that the higher the teachers’ general self-efficacy the higher was their student-specific self-efficacy. In addition, teachers’ student-specific self-efficacy was lower for students whose special needs regarded learning or behavioural and emotional disorders. The outcomes of the study imply that measuring teachers’ self-efficacy specifically for individual students compared to a teachers’ general self-efficacy towards inclusion is an important addition to previous research. 相似文献
239.
Students’ individual learning is supposed to be based on cognitive and social processes. Therefore, students’ social skills are assumed to play an important role for school performance. This study set out to investigate the links between students’ peer relations skills and assertion skills and their grades for written performances and oral performances. In the middle of the school year, 94 ninth-grade students of a German secondary school reported on their peer relations skills and assertion skills. Additionally, at this point of measurement, students’ initial school performance in German and mathematics was measured by standardized academic achievement tests. In these two subjects, students’ grades in in-class tests and for oral participation were collected during the following 5 months. These grades were given by the students’ respective subject teachers. Path analysis revealed that students’ peer relations skills were positively associated with their grades in in-class tests, but they were not linked to their grades for oral participation. In contrast, students’ assertion skills were positively related to their grades for oral participation, whereas no correlation was found between students’ assertion skills and their grades in in-class tests. These results are discussed with respect to the role of peer relations skills and assertion skills for students’ academic learning and the fostering of these skills in the classroom. 相似文献
240.
Susanne A. Denham David E. Ferrier Grace Z. Howarth Kristina J. Herndon Hideko H. Bassett 《Cambridge Journal of Education》2016,46(3):299-317
AbstractRecent years have witnessed a surge in evidence on preschoolers’ emotional development as crucial for both concurrent and later well-being and mental health, and for learning and academic success. Given the importance of building such strengths, assessing emotional competence skills is important to aid early childhood educators in focusing programming for individuals and classrooms. Based on these assertions, this article is structured as follows: (1) outline important issues regarding developmentally appropriate early childhood assessment, particularly of emotional competence; (2) discuss use of culturally relevant standards of attainment of such skills in assessing student progress; (3) define the skills of emotional competence; (4) describe a model leading from developmentally appropriate emotional competence skills to assessment and programming; (5) suggest some possible tools for schools to use in assessing emotional competence of young children; (6) give guidance for new measurement development, and (7) suggest needed policy and practice in this area. 相似文献