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171.
《European Journal of Sport Science》2013,13(4):243-253
Abstract The aim of the present study was to supplement previous work that identified the stressors experienced by coaches and examine the coping strategies that elite-level coaches employ to overcome stressors. Three elite coaches were interviewed and were required to identify three prominent stressors that they had experienced before discussing how they attempted to cope with them. The selected stressors included both performance and organizational types, and the associated coping attempts included strategies conforming to problem-, emotion-, avoidance-, appraisal-, and approach-focused dimensions. While specific forms of coping were identified, findings also highlighted that coping strategies were employed across performance and organizational stressors, rather than being employed for one or the other. Implications for future research opportunities within the area are presented. 相似文献
172.
Katharina Resch Eva Hartmüller Sarah Walczuch Sabine Marschall 《Journal of Research in Special Educational Needs》2023,23(4):290-299
Although school development can be viewed as an emerging responsibility of teachers, special needs education in Germany does not leave sufficient room for non-teaching tasks, leading to a knowledge gap in the professionalisation of pre-service teachers with regard to school development upon entering the profession. This study focused on the preparedness of pre-service teachers in school development as a professional task at the end of their initial teacher training. The respondents of the interview study are 12 pre-service teachers enrolled at master level in special educational needs at a German university. The findings of the study report on the marginal situatedness of school development in the curriculum, the associated understanding of pre-service teachers of school development and their low assessment of the relevance of school development within special needs education. The study closes with practical recommendations on how to tackle the low level of preparedness for school development tasks in German teacher education. 相似文献
173.
ABSTRACTCatalogers often need to make ethical decisions about their daily work. What is the starting point for defining cataloging ethics and how do practitioners define the concept? In this paper, the authors explore definitions of ethics and cataloging ethics in the literature, and subsequently analyze responses to a question asking respondents to define cataloging ethics. Set against the existing backdrop of the American Library Association “Code of Ethics,” the authors propose that shared values create a framework for discussing cataloging ethics, rather than a single articulated definition. 相似文献
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Rachel Masika Gina Wisker Lanja Dabbagh Kawther Jameel Akreyi Hediyeh Golmohamad Lone Bendixen 《Gender and education》2014,26(1):52-69
In October 2010, an interdisciplinary group of female academics from a university in the Kurdistan region of Iraq initiated a collaborative research project with a UK university to investigate opportunities and challenges for female academics' research leadership in universities in the Kurdistan region of Iraq. The project aimed to develop female academics' research capacities using action learning and research principles, in order to focus on issues of concern to practitioners, seek understanding, reflect on activities and enhance them through needs identification–solution–reflection cycles and collaboratively seek solutions. The research uncovered socially constructed barriers to advancement shaped by socio-cultural issues and institutional practices, found exemplars of successful female academics and strengthened participants' research leadership capacities. We conclude that the expansion of female academics' capacities should be prioritised in the Kurdistan region of Iraq to harness their contributions to nation-building and economic development, goals that are explicitly emphasised in higher education policy statements. 相似文献
177.
Anne Wagner 《Gender and education》2014,26(5):553-567
Little attention has been directed towards post-secondary education in rural spaces, instead conceptualising university study primarily as an urban phenomenon. Challenging dominant conceptions of rural areas as backwards, conservative, poverty stricken and isolated, this article investigates the unique opportunities associated with rural universities. Exploring the impact of feminist pedagogy in a rural context from the perspective of critical scholars teaching in rural spaces, the analysis contends that these sites provide a unique position from which to begin tackling complex rural social issues. Adopting an intersectional approach is integral to assisting rural women to theorise the complexity of their lives, both locally and globally. Such teaching is especially significant for rural women, who otherwise may find academia inaccessible and disconnected from their lived reality. 相似文献
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J. J. Pionke Stacey Knight-Davis John S. Brantley 《College & Undergraduate Libraries》2013,20(3):221-233
AbstractThe Students with Autism Transitional Education Program (STEP) at Eastern Illinois University is one of the few of its kind and is a leader in supporting college students with autism. Eastern Illinois University Library Services teamed up with the STEP in order to provide support to the students in the program. Students were interviewed about their experiences in the library in order to determine what their impressions of the library were and what potential needs they had. Students largely viewed the library as a safe haven and a great place for quiet study. Based on feedback, this case study also offers suggestions for improvement to make college and university libraries more welcoming to people with autism. 相似文献
180.
Literature on schooling in Africa often frames sexual relationships as threatening girls’ educational participation, health, and general well-being. Schooling practices aimed at sheltering girls reflect the prevalence of discourses emphasising danger and abstinence. This article presents the case of one all-girls school in Tanzania which provides a protective environment while also teaching young women strategies to negotiate sexual and romantic relationships. Drawing on classroom observations and in-depth interviews, we examine how the school's policies, practices, and lifeskills curriculum offer students a supportive environment in which to learn about relationships. Our analysis reveals that young women find this space simultaneously restrictive and freeing, and that their learning has supported their ability to imagine equitable relationships for themselves. This case contributes to our understanding of how schools can serve as sites that foster young women's agency when curriculum and pedagogy create space for open discussion of sexual relationships. 相似文献