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11.
Alma E. Lantz 《Learning & behavior》1973,1(4):273-277
Three experiments were conducted to investigate the influence of variables during habituation of a CS on a subsequent conditioning to that CS in a conditioned emotional response paradigm. Experiment I varied the number of habituation trials received before conditioning, and it was found that additional habituation trials resulted in a further attenuation of conditioning. Experiment II varied the interstimulus interval of the habituating stimulus, and it was found that the longer intervals produced the greater attenuation in conditioning. Experiment III examined the effect of interpolating another stimulus between habituation and conditioning (dishabituation), and it was found that the dishabituating stimulus augmented subsequent conditioning. It was concluded that manipulations during habituation training that produce the greatest decrement in response to a stimulus, when assessed under equivalent conditions for all animals, have the greatest attenuating effect on subsequent conditioning to that stimulus. 相似文献
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Alma Harris 《Journal of Educational Change》2006,7(1-2):9-18
School improvement is a complex undertaking for any school but for schools in challenging or difficult circumstances it presents
extra problems. Not only do schools in challenging circumstances often face acute levels of socio-economic deprivation, but
also, improvement or change efforts can be extremely fragile in these volatile school contexts. This article focuses upon
the process of leading change in a group of schools in challenging circumstances in England. It draws upon empirical data
and focuses particularly on the process of leading change in schools in difficulty by exploring three leadership themes. The
article concludes by arguing that while the quality of leadership is undoubtedly important in these school contexts it is
simply not sufficient to combat the stubborn relationship between social disadvantage and underachievement. This relationship
is more likely to be broken through structural change and localised and community-based action rather than through the forces
of standardization or accountability. 相似文献
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Alma Harris Michelle Jones Donnie Adams Kenny Cheah 《School Leadership & Management》2019,39(1):76-95
This article provides a review of the contemporary instructional leadership research base in Malaysia. The core aim of this review is to assess the recent knowledge base on instructional leadership in Malaysia and to evaluate its current contribution to the existing international literature. The article explores a range of published material that has focused explicitly on instructional leadership and instructional leadership practices in Malaysia, including that written in Bahasa Malaysia. The article outlines the findings from the review and highlights certain strengths and limitations. The article concludes by identifying areas for further enquiry and investigation. 相似文献
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Alma Harris Kenneth Leithwood Christopher Day Pam Sammons David Hopkins 《Journal of Educational Change》2007,8(4):337-347
This article explores the relationship between distributed leadership and organizational change. It draws upon the existing
literature to consider whether distributed forms of leadership influence development and change in schools. The article examines
the research base relating to distributed leadership and organizational outcomes. It focuses on how different patterns or
configurations of distributed leadership contribute to organizational development. The article concludes by highlighting issues
that require further study and more empirical confirmation.
This article is based on a literature review commissioned by the Department for Education and Skills as part of a research
project currently being undertaken by Leithwood, K., Day, C., Sammons, P., Harris, A., and Hopkins, D. (2006) ‘Leadership
and student outcomes’ and Leithwood, K., Day, C., Sammons, P., Harris, A., and Hopkins, D. (2006) ‘Successful school leadership:
What it is and how it influences pupil learning’. London, DFES. 相似文献
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This paper researches students’ and teacher trainees’ personal experience of student-centred teaching during their education in grades 1–4 of primary school. The questionnaire comprised 45 statements and was completed by 403 primary school teacher trainees and 535 students (future teachers) at Faculties of Teacher Education in Croatia. The research results show that students do not have sufficient prior experience that they could use as inspiration in their future teaching practice and that in the course of their education they were mainly exposed to traditional approach to teaching. The majority of teacher trainees are aware of the importance of student-centred teaching although they cannot fully give up the control of students and educational process. This research opens up the issue of a paradigm change within the teaching system and education in Croatia as well as the issue of changes within education and professional development of teachers. 相似文献
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