全文获取类型
| 收费全文 | 343篇 |
| 免费 | 5篇 |
专业分类
| 教育 | 260篇 |
| 科学研究 | 36篇 |
| 各国文化 | 4篇 |
| 体育 | 15篇 |
| 信息传播 | 33篇 |
出版年
| 2021年 | 5篇 |
| 2020年 | 8篇 |
| 2019年 | 6篇 |
| 2018年 | 9篇 |
| 2017年 | 14篇 |
| 2016年 | 12篇 |
| 2015年 | 10篇 |
| 2014年 | 11篇 |
| 2013年 | 74篇 |
| 2012年 | 13篇 |
| 2011年 | 11篇 |
| 2010年 | 7篇 |
| 2009年 | 7篇 |
| 2008年 | 10篇 |
| 2007年 | 5篇 |
| 2006年 | 6篇 |
| 2005年 | 8篇 |
| 2004年 | 5篇 |
| 2003年 | 6篇 |
| 2002年 | 6篇 |
| 2001年 | 4篇 |
| 2000年 | 4篇 |
| 1999年 | 5篇 |
| 1998年 | 3篇 |
| 1996年 | 4篇 |
| 1995年 | 2篇 |
| 1993年 | 4篇 |
| 1991年 | 5篇 |
| 1990年 | 2篇 |
| 1989年 | 4篇 |
| 1988年 | 3篇 |
| 1987年 | 3篇 |
| 1986年 | 2篇 |
| 1985年 | 9篇 |
| 1984年 | 3篇 |
| 1982年 | 2篇 |
| 1981年 | 3篇 |
| 1980年 | 3篇 |
| 1979年 | 2篇 |
| 1978年 | 2篇 |
| 1975年 | 3篇 |
| 1973年 | 2篇 |
| 1946年 | 4篇 |
| 1945年 | 2篇 |
| 1944年 | 3篇 |
| 1942年 | 4篇 |
| 1941年 | 2篇 |
| 1940年 | 3篇 |
| 1938年 | 5篇 |
| 1936年 | 2篇 |
排序方式： 共有348条查询结果，搜索用时 15 毫秒
121.
122.
123.
124.
125.
126.
127.
128.
129.
This paper foregrounds pedagogy in the realisation of children’s rights to non-discrimination and serving their best interests, as articulated in the UNCRC. Drawing on a mixed methodological study of teachers in 12 schools it does so through exploring teacher pedagogies in terms of how they 'think', 'do' and 'talk' pedagogy, conceived as their pedagogic 'habitus'. Findings confirm contradictions between teachers’ ideals and their practice that is significantly mediated by the socio-cultural context of their schools, gender and presence of migrant children. Especially striking is that neither social justice concerns nor children’s rights explicitly emerge in their narratives, in turn influencing how they ‘do’ pedagogy with different groups of children. This contradiction is understood as a dialectical process of re/action influenced by structures, policies and the exercise of power in local contexts. The UNCRC provides a generative mechanism within which to hold government to account for the impact of policies, especially in challenging contexts. To be realised in practice, however, it also needs to be embedded in teacher habitus, shaping their dispositions toward children’s rights to non-discrimination and serving their best interests in education. 相似文献
130.
R Butler 《Child development》1989,60(6):1350-1361
This study was designed to test the hypothesis that there is an age-related shift from mastery enhancement to relative ability assessment in the goal of social comparison. Children at ages 5, 7, and 10 made pictures with stickers under conditions of high or low concern with relative performance (competition/no competition) and high or low procedural ambiguity (free design/copying a drawing). The effects of the manipulations on frequency of glancing at the experimenter and the drawing were similar at all ages; competition enhanced glancing at peers, however, only at ages 7 and 10. The hypothesized shift in the function of social comparison was further supported by age differences in children's explanations for glancing at peers and by the pattern of intercorrelations between glances at the 3 targets and between glances and picture quality. The results indicate how mastery-based comparisons can promote mastery and performance and illustrate some costs older children may pay for their tendency to observe others primarily to assess relative ability. 相似文献