全文获取类型
收费全文 | 173篇 |
免费 | 6篇 |
专业分类
教育 | 115篇 |
科学研究 | 8篇 |
各国文化 | 4篇 |
体育 | 7篇 |
文化理论 | 1篇 |
信息传播 | 44篇 |
出版年
2023年 | 3篇 |
2022年 | 3篇 |
2020年 | 3篇 |
2019年 | 8篇 |
2018年 | 5篇 |
2017年 | 10篇 |
2016年 | 6篇 |
2015年 | 5篇 |
2014年 | 12篇 |
2013年 | 38篇 |
2012年 | 6篇 |
2011年 | 6篇 |
2010年 | 7篇 |
2009年 | 4篇 |
2008年 | 4篇 |
2007年 | 2篇 |
2006年 | 7篇 |
2005年 | 4篇 |
2004年 | 2篇 |
2003年 | 6篇 |
2002年 | 1篇 |
2001年 | 2篇 |
2000年 | 3篇 |
1999年 | 2篇 |
1998年 | 2篇 |
1997年 | 2篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1992年 | 3篇 |
1991年 | 1篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1975年 | 1篇 |
1969年 | 1篇 |
排序方式: 共有179条查询结果,搜索用时 31 毫秒
1.
2.
3.
Despite a recently renewed theoretical interest in both North America and in Britain in the sociology of school knowledge, we still have little, if any, comparative empirical material from these two continents. This paper reports the findings of a sociological study, designed to replicate the previous English empirical work by Vulliamy, into music teaching in Ontario high schools. Unlike in England, no overt culture clash was found in Ontario schools between ‘school’ music and ‘students’ ‘ music, both because of the wider scope of ‘what counts as school music’ in Canada and because music is not a compulsory school subject there. However, by focusing upon the deep structure of the pedagogical process, as opposed to surface features of classroom interaction, it is argued that particular ideologies of the dominant musical culture are transmitted in very similar ways in both contexts. What is shared is a conception of music as equatable with musical notation. The ideological significance of this is pinpointed in an analysis of the structurally homological relationship between different musical languages and the social/‐cultural contexts of their creation. The processes of school music teaching not only contribute to the legitimation of a dominant musical ideology, but also to much more pervasive ideological assumptions underpinning capitalist societies. 相似文献
4.
This study examined differences in written expression between a sample of learning-disabled and nondisabled middle school students, matched by grade and sex, using eight curriculum-based measures. All of the learning-disabled students had been identified as having written language deficits as part of their handicapping conditions. The nondisabled students showed superior written expression skills, especially on the production-independent measures. Implications of these results are discussed in relation to psycho educational assessment, the use of CBM for ongoing assessment of written expression, and future studies. 相似文献
5.
Peter T. Shepherd 《Learned Publishing》2005,18(4):287-293
The article gives an update on the progress with COUNTER to May 2005. In particular it describes the draft Code of Practice for books and reference works and the results of actual use of COUNTER‐compliant data in the journals area. 相似文献
6.
7.
This paper presents findings from a survey of pre-service teacher training institutions in England with regard to the provision of health and well-being education. It examines factors affecting the inclusion of health and well-being, and explores educational implications in light of the changing landscape of pre-service teacher education in England. Provision of health and well-being education is noticeably variable across institutions, and many course leaders are unclear about the coverage in their partner schools. Course leaders regard health and well-being as an important part of the curriculum, but the focus is usually on generic health-related themes such as child protection and behaviour management, which address Government priorities, rather than on specific topics such as education about diet, drugs, alcohol, smoking, sex and relationships and physical activity. The paper argues that these aspects should be addressed for pre-service teachers to have an increased sense of self-efficacy and become capable health promoters. 相似文献
8.
Rui Paixo Rui Arago Oliveira Richard C. Page Chinw J. Uwah Jodi L. Carlton 《Int J Intercult Relat》2001,25(6):237
This study compared the ways that graduate and undergraduate counseling and psychology students from Portugal and the United States evaluated the feelings of Love, Anger and Guilt. Utilizing a semantic differential, a multivariate analysis of variance was employed in which the independent variables were Country and Gender and the dependent variables were the evaluative and potency scales of Love, Anger and Guilt. There was no significant main effect for gender and there was no significant interaction effect for gender by country. There was a significant main effect for country. It was found that students from the United States evaluated Anger more positively than the Portuguese students and that the Portuguese students evaluated Guilt more positively than the United States students. These findings have implications that are relevant to the counseling process. 相似文献
9.
Jodi L. Tangen 《Counselor Education & Supervision》2017,56(1):65-78
There is limited supervision research exploring how supervisees learn emotional awareness and complexity. In this article, the 5 levels of emotional awareness and 3 aspects of emotional complexity are explored in light of the supervision enterprise. In addition, 2 supervision intervention guides and a case example are provided. 相似文献
10.
Sue Shepherd 《Perspectives: Policy and Practice in Higher Education》2017,21(4):129-134
Pre-1992 English universities are changing the way they appoint their deputy and pro-vice-chancellors (PVCs). Traditionally, PVC posts were filled by internal secondment from within the professoriate, but these days an increasing number are appointed by means of external open competition involving advertisement and/or executive search. So has this ‘opening up’ of PVC positions created new career progression opportunities for professional services managers? Findings from a census, online survey and interviews with a range of senior university managers suggest not. Despite the PVC role becoming more managerial, those getting the jobs remain overwhelmingly career academics. Professional services managers confront a glass wall, excluded from consideration by a non-negotiable requirement for academic credibility. Aware they have little chance of getting a PVC job, they are unlikely to apply. The continued monopolisation of PVC posts by academic managers represents a form of social closure that serves to maintain their elite status. 相似文献