全文获取类型
收费全文 | 82篇 |
免费 | 0篇 |
专业分类
教育 | 67篇 |
科学研究 | 6篇 |
各国文化 | 1篇 |
体育 | 6篇 |
信息传播 | 2篇 |
出版年
2022年 | 1篇 |
2020年 | 1篇 |
2018年 | 2篇 |
2017年 | 2篇 |
2016年 | 6篇 |
2014年 | 2篇 |
2013年 | 19篇 |
2012年 | 1篇 |
2011年 | 1篇 |
2009年 | 1篇 |
2008年 | 4篇 |
2007年 | 4篇 |
2006年 | 1篇 |
2005年 | 1篇 |
2004年 | 1篇 |
2003年 | 2篇 |
2002年 | 1篇 |
2000年 | 2篇 |
1999年 | 2篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1992年 | 2篇 |
1991年 | 4篇 |
1990年 | 1篇 |
1987年 | 2篇 |
1982年 | 1篇 |
1974年 | 2篇 |
1967年 | 3篇 |
1966年 | 3篇 |
1965年 | 2篇 |
1964年 | 1篇 |
1935年 | 2篇 |
1857年 | 1篇 |
1835年 | 2篇 |
排序方式: 共有82条查询结果,搜索用时 187 毫秒
1.
2.
Miller Andrew F. Park Younghee Conway Patrick Cownie Charles T. Reyes John Reynoso Myra Smith Annie 《The Urban Review》2022,54(3):481-508
The Urban Review - Research conducted in the twentieth century found urban Catholic schools in the U.S. had a legacy of providing high quality educational opportunities for low-income students and... 相似文献
3.
Jannet A. Wright and Myra Kersner, senior lecturers in the Department of Human Communication Science, University College London, consider the practical implications of recent policies for teachers and speech and language therapists working together in inclusive settings. Their conclusions complement McCartney's ideas in the previous article. 相似文献
4.
5.
6.
7.
Through the lens of the emerging economic theory of higher education, we look at the relationship between salary and prestige.
Starting from the premise that academic institutions seek to maximize prestige, we hypothesize that monetary rewards are higher
for faculty activities that confer prestige. We use data from the 1999 National Study of Postsecondary Faculty (NSOPF), and
regression analysis to examine the determinants of salaries. The results are consistent with the theory that faculty members
are financially rewarded for enhancing institutional prestige. There is some evidence that the rewards are higher in science
and engineering. Spending more time on teaching has no effect on salary, even in comprehensive universities and liberal arts
colleges. Findings suggest that other types of institutions are emulating research institutions in their pursuit of prestige.
Looking at faculty salaries through this lens raises serious questions about the implications of the current reward system
in higher education.
Article Note Earlier versions of this paper were presented at the Economics of Education seminar, Stanford University School of Education,
March 2004, and the American Education Finance Association, Louisville, KY, May 2005. 相似文献
8.
Rhoda Myra Garces-Bacsal 《Roeper Review》2013,35(4):239-251
There is a dearth of information regarding the socioemotional realities of gifted children from ethnically diverse backgrounds, which this research attempts to address. Multiple semistructured narrative interviews were conducted with 22 intellectually superior children aged 4–9 years and with their parents. Manifestations of perfectionism, hypersensitivities, and overexcitabilities were evident among the Filipino gifted children. The implications of such manifestations of heightened sensitivities for educators and diagnosticians were discussed. Cross-cultural contrasts were likewise discussed to demonstrate whether predominant socioaffective traits, characteristics, and issues in the West are likewise evident among gifted children from a culturally different background like the Philippines. 相似文献
9.
Myra Sadker 《Review of Education, Pedagogy & Cultural Studies》2013,35(5):469-474
10.
In this article, Myra Taylor, research fellow, and Professor Stephen Houghton of the Centre for Child and Adolescent Related Disorders at the University of Western Australia, report theory generated from interviews with teachers, students and mothers residing in Perth, Western Australia, on how children with attention‐deficit/hyperactivity disorder (AD/HD) initiate and sustain peer relationships. An initial review of the three sample groups’ respective perspectives reveals that children with AD/HD exhibit three distinct socialisation patterns: a socially integrated pattern (that is, having three or more ongoing friendship pairings with peers); a marginal integrated pattern (that is, having two or less ongoing friendship pairings with peers); and a socially isolated pattern (that is, having no, or infrequent, friendship pairings with peers). Both teacher and maternal perspectives are similar in so far as both perceive children with attention deficit disorders to have marginal to non‐existent friendships. Students with AD/HD perceive themselves, however, as having strongly to marginally formed friendships with their peers. Myra Taylor and Stephen Houghton explore suggestions that differences between adult and child perspectives relate to diagnostic status, age and developmental maturity. They identify opportunities for further research arising out of their work and indicate that a wider evidence base will be needed before robust recommendations for practice can be made. 相似文献