全文获取类型
| 收费全文 | 433篇 |
| 免费 | 8篇 |
专业分类
| 教育 | 360篇 |
| 科学研究 | 7篇 |
| 各国文化 | 8篇 |
| 体育 | 19篇 |
| 文化理论 | 5篇 |
| 信息传播 | 42篇 |
出版年
| 2022年 | 4篇 |
| 2021年 | 4篇 |
| 2020年 | 6篇 |
| 2019年 | 15篇 |
| 2018年 | 24篇 |
| 2017年 | 26篇 |
| 2016年 | 22篇 |
| 2015年 | 10篇 |
| 2014年 | 22篇 |
| 2013年 | 87篇 |
| 2012年 | 6篇 |
| 2011年 | 8篇 |
| 2010年 | 9篇 |
| 2009年 | 13篇 |
| 2008年 | 8篇 |
| 2007年 | 12篇 |
| 2006年 | 10篇 |
| 2005年 | 14篇 |
| 2004年 | 8篇 |
| 2003年 | 10篇 |
| 2002年 | 11篇 |
| 2001年 | 12篇 |
| 2000年 | 6篇 |
| 1999年 | 8篇 |
| 1998年 | 5篇 |
| 1997年 | 6篇 |
| 1996年 | 6篇 |
| 1995年 | 2篇 |
| 1994年 | 5篇 |
| 1993年 | 5篇 |
| 1992年 | 5篇 |
| 1991年 | 4篇 |
| 1990年 | 2篇 |
| 1989年 | 5篇 |
| 1988年 | 4篇 |
| 1987年 | 3篇 |
| 1986年 | 4篇 |
| 1985年 | 2篇 |
| 1984年 | 3篇 |
| 1983年 | 4篇 |
| 1982年 | 5篇 |
| 1979年 | 2篇 |
| 1977年 | 2篇 |
| 1975年 | 1篇 |
| 1970年 | 1篇 |
| 1969年 | 1篇 |
| 1968年 | 1篇 |
| 1963年 | 2篇 |
| 1961年 | 1篇 |
| 1922年 | 1篇 |
排序方式： 共有441条查询结果，搜索用时 15 毫秒
11.
12.
13.
14.
15.
Kay Martinez 《Asia-Pacific Journal of Teacher Education》2008,36(1):35-51
This paper is a reflective exploration of major challenges facing new teacher educators as they make the transition into the academy, and of ways that best support them. The transition problems identified in the emerging body of literature about teacher educator career entry were offered for comment to a small group of new teacher educators in an Australian regional university. Their responses added complexity and nuance, suggesting a heterogeneity of entry pathways and experiences, as well as avenues for further inquiry. Consideration of the resulting issues leads to wider questions about the place of teacher education in the academy. In turn, this leads to question if the challenges faced by newly appointed teacher educators are distinctive from those experienced by all new academics. The paper argues for multidisciplinary cohorts for induction, and makes recommendations for systematic, inclusive induction programs for all new academics, including teacher educators. The paper concludes with two further recommendations. First, large‐scale research is required to inform us about the contemporary teacher education workforce. Little is currently known about entry and career pathways, nor of the impact of recent policy and funding changes such as research performativity measures and increasing employment of sessional staff. Second, induction must be seen as an organisational and professional responsibility shared by many, including new and experienced academics, faculties, departments, institutions and professional associations. 相似文献
16.
17.
John G. Sharp Brian Hemmings Russell Kay Carol Callinan 《Journal of Further & Higher Education》2015,39(5):612-644
This article presents detailed findings from the qualitative or interpretive phase of a mixed-methods case study focusing on the professional identities and lived experiences of research among six lecturers working in different capacities across the field of education in a ‘teaching-led’ higher education institution. Building upon the quantitative phase published earlier in this journal, factors both facilitating (e.g. research infrastructure, support for doctoral study) and constraining (e.g. time, space, workload, critical mass, ‘practitioner bond professionalism’, ‘organisational socialisation’, networks, roles and responsibilities, power relationships) research activity are identified. These are considered in the context of an institution often recruiting staff with ‘non-traditional’ backgrounds from within ‘the professions’ (e.g. from schools and colleges without doctorates) looking to become more ‘research-informed’ and establish a more vibrant and sustainable research culture. Recommendations for further development focus on ‘identity transitions’ and ‘cultural transformation’, emphasising the importance of research leadership and its distribution throughout the organisation. With current trends towards the apparent intensification and prioritisation of research activity over teaching, findings are considered particularly important for institutions of a similar nature to the one described here, for education departments in larger institutions also on similar journeys, and in light of an anticipated increase in demand for research activity arising from the expansion of higher education provision in further education and the private sector, where recruitment from within ‘the professions’ to teach across ‘vocational’ programmes is common. 相似文献
18.
19.
Jioanna Carjuzaa J. Kay Fenimore-Smith Ethlyn Davis Fuller William A. Howe Eileen Kugler Arcenia P. London 《Multicultural Perspectives》2013,15(1):35-40
In 2004, a professional delegation of multicultural educators visited the People's Republic of China to explore how diversity issues are addressed and how students are prepared for entry into the international workforce. The delegation, sponsored by the People to People Ambassador Programs, observed numerous parallels to the American system of education, including the challenge of providing equity for students of minority cultures, especially those in poor rural areas, and the conflict between modernization and preservation of cultural heritage. 相似文献
20.