全文获取类型
收费全文 | 266篇 |
免费 | 8篇 |
专业分类
教育 | 211篇 |
科学研究 | 18篇 |
各国文化 | 11篇 |
体育 | 15篇 |
文化理论 | 1篇 |
信息传播 | 18篇 |
出版年
2023年 | 4篇 |
2022年 | 6篇 |
2021年 | 6篇 |
2020年 | 17篇 |
2019年 | 13篇 |
2018年 | 21篇 |
2017年 | 22篇 |
2016年 | 12篇 |
2015年 | 13篇 |
2014年 | 23篇 |
2013年 | 51篇 |
2012年 | 6篇 |
2011年 | 4篇 |
2010年 | 12篇 |
2009年 | 7篇 |
2008年 | 9篇 |
2007年 | 10篇 |
2006年 | 2篇 |
2005年 | 6篇 |
2004年 | 6篇 |
2003年 | 5篇 |
2002年 | 1篇 |
2001年 | 1篇 |
2000年 | 1篇 |
1998年 | 1篇 |
1996年 | 5篇 |
1995年 | 2篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1988年 | 1篇 |
1983年 | 1篇 |
1979年 | 1篇 |
1977年 | 1篇 |
1975年 | 1篇 |
排序方式: 共有274条查询结果,搜索用时 15 毫秒
271.
In an era of recurring teacher shortages, Flanders struggles with a considerable proportion of teacher education graduates who do not enter the teaching profession. This study identifies the predictors of teacher education graduates’ choice on job entry (teaching profession or not). A prospective research design with two data collection phases is adopted. Student teachers (subsequently graduates) (N = 217) of integrated teacher training for secondary education were surveyed shortly before as well as shortly after graduation. Results of chi-squared and t-tests indicate that gender, initial motivation for teaching, mentor support, teacher education preparation, teacher efficacy, learner-oriented beliefs, performance in teacher education, and employment opportunities show differences (at 1% level) between graduates who entered and those who did not enter the teaching profession. Results of the subsequent logistic regression validate the importance of teacher education (i.e. mentor support) – beside initial motivation and labour market factors – to explain graduates’ decision on job entry. 相似文献
272.
273.
Prior literature suggests that teaching corporate social responsibility (CSR) and sustainability has led to little development of students' reflexive engagement with the challenges of sustainable development. To shed light on this criticism, we apply sensemaking—as entailing the three stages of scanning for information, interpreting it and identifying alternatives of action—to CSR/sustainability education. Analysing cognitive maps of CSR, drawn by undergraduate finalists from a UK business school, we find that students are able to produce complex cognitive maps in terms of scanning for information; however, cognitive bottlenecks occur at the second and third stages of sensemaking. A key pedagogical challenge is, therefore, to support students in moving beyond scanning towards developing meaning and acting on that basis. By introducing a sensemaking lens, we add to a deeper understanding of the complexities associated with CSR education as it aids (or impedes) critical engagement and action. 相似文献
274.
Jolene van der Kaap-Deeder Anne Bülow Joachim Waterschoot Isabel Truyen Loes Keijsers 《Child development》2023,94(6):1659-1671
This experience sampling study examined whether autonomy-supportive and psychologically controlling interactions with parents are intertwined with adolescents' momentary affect. For 7 days (in 2020), 143 adolescents (Mage = 15.82; SDage = 1.75; 64% girls; 95% European, 1% African, 3% unknown) reported 5 or 6 times a day how they felt and how interactions with parents were experienced. Preregistered dynamic structural equation models on 1439 (including 532 adjacent) parent–adolescent interactions revealed significant within-family associations: Adolescents experienced more positive affect during and following autonomy-supportive interactions, and vice versa. Adolescents felt more negative affect during and 3 h before psychologically controlling interactions. Between-family associations showed significant linkages between parenting and affect. These findings show that a moment of autonomy support can alter adolescents' everyday well-being. 相似文献