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51.
Using policy discourse analysis, the author analyzed 21 diversity action plans issued at 20 U.S. land-grant universities over a five-year period to identify images of diversity and the problems and solutions represented in diversity action plans. Discourses of marketplace, excellence, managerialism, and democracy emerged and served to construct images of the diverse individual as a commodity, entrepreneur, and change agent. These findings suggest that the dominance of the marketplace discourse may situate the diverse individual as a resource to be exploited and inspire entrepreneurial endeavors rather than change-making activism. Diversity action plans in their current form may unintentionally undermine the achievement of their equity goals. 相似文献
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Danielle Reinhardt Lea A. Theodore Melissa A. Bray Thomas J. Kehle 《Psychology in the schools》2009,46(5):471-488
Homework is an often employed teaching strategy that has strong positive effects on academic achievement across grade levels, content areas, and student ability levels. To maximize academic learning, accuracy of homework should be addressed. The present investigation employed a multiple‐baseline design across academic behaviors to examine the efficacy of randomization of the interdependent group contingency on the homework accuracy of six fourth‐grade students enrolled in a general education class. Results demonstrated that the interdependent group contingency coupled with randomly selected components improved accuracy of homework performance. Specifically, participants demonstrated gains in all three subject areas. Limitations and future research are also addressed. © 2009 Wiley Periodicals, Inc. 相似文献
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Robert A. Cummins Marita P. McCabe Yolanda Romeo Shelley Reid Lea Waters 《International Journal of Disability, Development & Education》1997,44(1):7-19
This paper introduces a new scale to measure the life quality of people with an intellectual disability. The Comprehensive Quality of Life Scale‐‐Intellectual Disability incorporates features that reflect contemporary understanding of the quality of life construct and exists in a parallel form for the general population. Psychometric data are presented and comparisons are made between data collected from 59 people with an intellectual disability, the vicarious responses of each respondent's primary caregiver, and 69 university students. It is concluded that the scale represents a useful instrument to measure comparative life quality. 相似文献
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The goal of the study presented in this article was to examine how variations in task design may affect mathematics teachers’ learning experiences. The study focuses on sorting tasks, i.e., learning tasks that require grouping a given set of mathematical items, in as many ways as possible, according to different criteria suggested by the learners. We present an example of a sorting task for which the items to be grouped are related to basic concepts of analytical geometry that are connected to the notion of loci of points. Based on a design experiment of three iterations with practicing secondary school mathematics teachers, we report on intended and enacted objects of learning inherent in three versions of the task. Empirically based suggestions are drawn about design of sorting tasks that potentially evoke desirable learning experiences. 相似文献
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Recent calls have been made for a fundamental reorientation in higher education from a curriculum that simply transmits information (learner as receiver) to one that encourages students actively to construct their own knowledge and practice using new skills and concepts (learner as constructor). In response, the Case Analysis in Organisational Situations (CAOS) assessment tool was developed for use in teaching organisational behaviour. It follows the principles of problem‐based learning and group work, using an unfolding case design. A pre‐test (n=365), immediate post‐test (n=323) and delayed post‐test (n=129) design was implemented to evaluate the effectiveness of this new learning tool. The assessment of student approaches to learning revealed that students were more likely to adopt a deep approach to learning at the end of CAOS than at the beginning. In general, the results show that CAOS is a useful web‐based tool that promotes learning in organisational behaviour. The benefits of CAOS and some suggested improvements to the existing CAOS format are discussed. 相似文献
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Rachel Lea Erhard Mirit Sinai 《International journal for the advancement of counseling》2012,34(2):159-173
In recent years, leaders in the school counseling profession worldwide have been calling on their colleagues to re-examine
their role as “agents of social justice” in schools, with a view to promoting equal educational opportunities for all students.
This research examines counselors’ perceptions of the role, role behaviors, personal justice sensitivity, the school’s justice sensitivity and the interrelations among these variables. Two hundred and six Israeli school counselors responded to a questionnaire.
Findings show that the majority of counselors perceived their role as promoting social justice, and indeed engaged in activities
meant to increase disadvantaged students’ chances of success. The variable of role perception was found to mediate between personal sensitivity to justice (justice sensitivity) and counselors’ actual behaviors. These findings have theoretical and practical implications for the professional socialization
of counselors as agents of social justice. 相似文献