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Wouter Sanderse 《Educational Action Research》2016,24(4):446-459
This article explores what it means for teachers to engage in and evaluate students’ character education, by examining the connections between action research and Aristotelian virtue ethics. These connections are explored in two ways. Firstly, the article examines what perspective action research has on how moral education, understood in an Aristotelian way, can be implemented and evaluated. While character education may be hot in educational theory, academic advances have not always reached teachers, heads of school, policy-makers and politicians. Secondly, a specifically Aristotelian approach to action research is explored that may help teachers to understand how action research about character education in schools can best be conducted. After a comparison of the three major action research paradigms, ‘Aristotelian action research’ is described as a kind of dialogical enquiry that contributes to the growth of teachers’ practical wisdom, which, in turn, has an effect on children’s character development. The article ends with suggestions as to how research about character education could be improved if we shift our attention from making character programmes more ‘effective’ to extending and refining teachers’ own practical wisdom and virtue. 相似文献
593.
Peter Cauwelier 《Action Learning: Research and Practice》2019,16(1):68-76
Team psychological safety is critical to team learning. When a team feels safe to talk about difficult issues and each team member feels comfortable to express feelings and ideas, the team continuously learns and improves its performance. Amy Edmondson identified team psychological safety in 1999 as a key to high-performance teams, and Google confirmed this in an internal research project in 2015. A lot has been written about team psychological safety, but very few research or experiences demonstrate how to increase the level of psychological safety in a team. The author has measured psychological safety in a team before and after a series of action learning sessions. The results are very encouraging: action learning increases the average level of psychological safety in the team and reduces the dispersion in team members’ evaluation of team psychological safety. A test was made to verify if the mere dynamic of team members participating in a facilitated workshop would have the same impact on the level of psychological safety, but this was not the case. It can therefore be concluded that action learning has a significant impact on team psychological safety and helps a team move toward high-performance. 相似文献
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ABSTRACT Youth coaches play a crucial role in the development of young athletes and their physical, psychological and social well-being. Therefore, it is important to foster and develop youth coaches’ ability to govern and act effectively in their coaching practices. Sports organisations facilitate the development of youth coaches through formal coach education. However, research has shown this to be with limited effect. The purpose of this action research study was to involve youth coaches in developing a new and more effective coach education practice. The coaches developed their practices through both dialogue and reflection with each other. A shift in the mindset of the coaches resulted in a more reflective and analytical approach in their way of thinking and talking about their practices. The most effective tools for improving the coach educational practice was the active management of the relations between the participating coaches and assisting the coaches’ reflection and dialogue through the use of scaffolding. In order to engage coaches in the educational practice, alignment between coaches’ expectations and both course content and form was crucial. These findings provide further insight into how coaches can develop their practices and how sports organisations can develop more effective coach education practices. 相似文献
595.
《Communication monographs》2012,79(2):178-192
In this essay, I contend that traditional genre theory has an important inherent limitation: It assumes that a single controlling characteristic (often, but not exclusively, situation) is responsible for (and explains) the production of a genre of rhetoric. In contrast, the theory of the Genesis of Rhetorical Action holds that four Burkean ratios—scene‐act, purpose‐act, rhetor‐act, and agency‐act—can be employed to explain how rhetorical discourse occurs (invention). After arguing that the theory of the Genesis of Rhetorical Action is a potentially powerful extension of genre theory on conceptual grounds (and noting that published genre studies reveal the limitations of this theory), I provide empirical evidence from the analysis of rhetorical discourse (research on the Functional Theory of Political Campaign Discourse) to reinforce this argument. A new conception of genre theory is then advocated. 相似文献
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《Communication monographs》2012,79(4):425-451
The Occupy movement is said to represent a new generation of post-Seattle protests, driven by social networking, and breaking from organizing practices in previous eras. This study analyzes the Occupy Wellington protest to shed light on the role of protests in an era of digital media ubiquity. Based on the participant observation as well as 76 brief interviews, the study explores how activists used digital media, and examines the broader institutional logics that shaped organizing dynamics at the protest. The analysis discusses digital media saturation and the multiple institutional logics that activists drew from in their organizing, including collective action, connective action, aggregation, and networking. We argue that digital ubiquity marks the onset of a profound hybridity rather than an abrupt change in activist organizing practices. 相似文献
598.