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141.
142.
Clarence Ashton Wood∗ 《Religious education (Chicago, Ill.)》2013,108(4):259-264
Using the feedback loop model, Dr. Steward provides a new view of recent Christian educational theory 相似文献
143.
Vinci Ng 《Asia Pacific Education Review》2012,13(1):121-136
This article reports the findings of a qualitative study that investigates why some local Hong Kong parents decide to give
up local education and send their children to international schools in Hong Kong. Data were gathered from 25 parents across
eight selected school sites grouped as four cases based on the continental origins of those international schools. Data were
analyzed by applying the inductive data analysis model of Miles and Huberman (Qualitative data analysis: an expanded sourcebook.
Sage, London 1994). Ten propositions were developed within four emergent fields. The propositions developed led to recommendations for practice
and for future studies, which may have the potential to influence changes to education policy to better meet the needs of
local Hong Kong students. 相似文献
144.
145.
Kok-Mun Ng Devika Dibya Choudhuri Brigid M. Noonan Peggy Ceballos 《International journal for the advancement of counseling》2012,34(1):19-38
Through a mixed method design the researchers sought to develop an internationalization competency checklist that U.S. counseling
training programs could use as a pragmatic guide in their efforts to internationalize their curriculum and training environments.
Based on a six-domain framework and using content analytic method, 70 potential internationalization competency items were
generated. The items were further validated by 66 counseling professionals in the field who were knowledgeable about counseling
training and have experience with international activities, resulting in 43 items with 60% or more positive endorsement. These
43 items were selected to form an International Competency Checklist. Practice and research implications of the study’s findings
are discussed. 相似文献
146.
147.
148.
Pak Tee Ng 《International Journal of Lifelong Education》2013,32(3):318-334
Lifelong learning is now a recurring topic in national human resource, employment, entrepreneurship and educational reform discourse. In Singapore, the government urges citizens to be lifelong learners to enhance their employability and reminds them that lifelong learning is a survival strategy for the country. This paper presents and analyses Singapore’s rhetoric and initiatives on lifelong learning using an adaptation of Power and Maclean’s framework of lifelong learning, consisting of the following aspects: a basic human right for individual development and empowerment; a means to better employment prospects and higher income; a strategy for poverty alleviation or closing income gaps; an enabler for social benefits such as higher productivity and social capital; and a ‘master key’ for the achievement of national vision. The paper argues that while there are a considerable number of lifelong learning activities in the country, there is also a degree of eclecticism in its rhetoric and practice. 相似文献
149.
This study examines distributed leadership in Information Communication Technology reform in a government school in Singapore. The study adopts a naturalistic inquiry approach, drawing upon a case study of the aforementioned school for much of its data. The study found that leadership for Information Communication Technology reform is distributed according to functions of transformational leadership, instructional leadership, emotional leadership, and the strategic management of resources. The key enabling factors are an official leadership position, access to expertise, support by senior management, and interpersonal synergies among the leaders. Senior management consistently performs transformational leadership, whereas middle management generally performs instructional leadership. Both senior and middle management provide emotional leadership. 相似文献
150.
Clarence C. McCormick Janice Nelson Schnobrich S. Willard Footlik Betty Poetker 《Research quarterly for exercise and sport》2013,84(3):627-633
Abstract Forty-two underachieving grade 1 children matched for age, sex, IQ, and Lee-Clark reading grade level were randomly assigned to one of three groups. One group received perceptual-motor training, the second received exercises from the regular physical education curriculum, and the third group served as a control. After seven weeks of training (two periods a week) reading achievement was reassessed. The experimental group was found to have made statistically significant gains, while the other two groups had made no such gains. 相似文献