全文获取类型
| 收费全文 | 218篇 |
| 免费 | 1篇 |
专业分类
| 教育 | 188篇 |
| 科学研究 | 8篇 |
| 各国文化 | 3篇 |
| 体育 | 9篇 |
| 文化理论 | 3篇 |
| 信息传播 | 8篇 |
出版年
| 2020年 | 3篇 |
| 2019年 | 4篇 |
| 2018年 | 6篇 |
| 2017年 | 4篇 |
| 2016年 | 6篇 |
| 2015年 | 4篇 |
| 2014年 | 4篇 |
| 2013年 | 39篇 |
| 2012年 | 5篇 |
| 2011年 | 7篇 |
| 2010年 | 12篇 |
| 2009年 | 2篇 |
| 2008年 | 4篇 |
| 2006年 | 8篇 |
| 2005年 | 4篇 |
| 2003年 | 7篇 |
| 2002年 | 2篇 |
| 2001年 | 2篇 |
| 2000年 | 2篇 |
| 1999年 | 2篇 |
| 1998年 | 2篇 |
| 1997年 | 2篇 |
| 1995年 | 3篇 |
| 1994年 | 4篇 |
| 1992年 | 5篇 |
| 1991年 | 2篇 |
| 1990年 | 3篇 |
| 1989年 | 3篇 |
| 1988年 | 2篇 |
| 1985年 | 2篇 |
| 1984年 | 3篇 |
| 1983年 | 5篇 |
| 1982年 | 2篇 |
| 1980年 | 2篇 |
| 1979年 | 2篇 |
| 1978年 | 3篇 |
| 1975年 | 5篇 |
| 1973年 | 2篇 |
| 1972年 | 2篇 |
| 1971年 | 3篇 |
| 1970年 | 3篇 |
| 1969年 | 3篇 |
| 1967年 | 3篇 |
| 1966年 | 2篇 |
| 1964年 | 1篇 |
| 1963年 | 2篇 |
| 1954年 | 9篇 |
| 1925年 | 1篇 |
| 1859年 | 1篇 |
| 1826年 | 1篇 |
排序方式： 共有219条查询结果，搜索用时 15 毫秒
1.
2.
3.
4.
Laura M. Stough Edmund T. Emmer 《International journal of qualitative studies in education》2013,26(2):341-361
A qualitative methodology, grounded theory, was used to examine the thoughts and emotions of teachers who delivered test feedback to students. The goal of this study was to develop a conceptual model of test-feedback processes that was grounded in observational and interview data. Seven college teachers were interviewed and observed as they planned and conducted testfeedback sessions. During the test-feedback sessions, these teachers experienced a variety of negative emotions when they encountered challenges from students in the classroom. Strategies developed by these teachers reflected their attempts to organize test feedback in ways that were consistent with their goals and beliefs, but that also limited their negative emotions and stress during the feedback session. These findings are discussed in terms of their contribution to existing research on teachers' interactive thought and emotion and on the ways that teachers cope with stress in the classroom. 相似文献
5.
6.
Wee Pin Goh Jonathan Lee Ong Kim Hairon Salleh 《International Journal of Educational Research》2009,48(4):258-273
Self-rating bias is particularly likely in organizational behavior research as individuals tend to inflate their expertise, skills and character. This study aims to examine how two culturally diverse groups of teachers and their reporting officers respond to self-ratings of their own teaching skills and leadership skills respectively. It is posited that such response may be culturally based. To ensure validity of comparisons, analyses were done using linear Rasch measures in logits rather than the non-linear raw scores. No significant differences were found between the perceptions of Singaporean teachers and their reporting officers on teaching and leadership skills. The Bahraini data however revealed teachers’ perceptions of own teaching skills were significantly higher than that of their reporting officers. The opposite is true for the Reporting officers’ perceptions of our leadership skills. Bahraini teachers’ perceptions of their own teaching skills were also found to be significantly higher than that of their Singaporean counterparts. The findings support the notion that individuals’ thinking and behavior is influenced by how they process social and cultural information. 相似文献
7.
8.
R. P. Clark Einar Lilja Eve Malmqvist Louis Arnaud Reid Edmund King John Downing C. M. Fleming Arnould Clausse G. de Landsheere Vernon Mallinson Paul Nash Tomio Goto M. A. Brimer Rudolf Cohen Gerhard Pause M. J. Langeveld W. E. Vliegenthart Emile Planchard 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,9(3):351-382
9.
10.