全文获取类型
收费全文 | 409篇 |
免费 | 4篇 |
专业分类
教育 | 320篇 |
科学研究 | 37篇 |
各国文化 | 4篇 |
体育 | 22篇 |
综合类 | 1篇 |
文化理论 | 4篇 |
信息传播 | 25篇 |
出版年
2024年 | 1篇 |
2023年 | 5篇 |
2022年 | 16篇 |
2021年 | 22篇 |
2020年 | 18篇 |
2019年 | 31篇 |
2018年 | 30篇 |
2017年 | 29篇 |
2016年 | 22篇 |
2015年 | 17篇 |
2014年 | 12篇 |
2013年 | 66篇 |
2012年 | 22篇 |
2011年 | 10篇 |
2010年 | 19篇 |
2009年 | 11篇 |
2008年 | 9篇 |
2007年 | 6篇 |
2006年 | 6篇 |
2005年 | 8篇 |
2004年 | 3篇 |
2003年 | 5篇 |
2002年 | 4篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1999年 | 1篇 |
1998年 | 2篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 5篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1990年 | 1篇 |
1989年 | 2篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1981年 | 5篇 |
1980年 | 4篇 |
1979年 | 4篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1976年 | 1篇 |
排序方式: 共有413条查询结果,搜索用时 15 毫秒
11.
Tertiary Education and Management - In the highly dynamic, competitive and uncertain environment of tertiary education, universities nowadays have to intensify marketing communication to address... 相似文献
12.
13.
14.
15.
Gyöngyvér Molnár 《Thinking Skills and Creativity》2011,6(2):91-99
This paper focuses on a training program in inductive reasoning for first-grade students and presents the direct results as well as the longitudinal effects of the evaluation study. The training is based on Klauer's theory of inductive reasoning and on his “Cognitive training for children” concept (Klauer, 1989a). The training program consists of 120 problems which can be solved through inductive reasoning. The tools for the training exercises were selected to correspond with the age of the targeted cohort. The experimental group in the study consisted of 90 students, whereas the control group was made up of 162. An inductive reasoning test was used in the pre- and posttest as well as in the follow-up study (one year later). The test comprised 33 figural, non-verbal items (Cronbach α = .86). On the posttest, the experimental group significantly outperformed the control group by more than one standard deviation. The experimental group scored significantly higher in each skill area targeted by the training. The most noticeable development was found in system formation. No gender differences were detected on the pre- or the posttest. The effect size of the training program was d = 1.12. In the follow-up study, the experimental group still significantly outperformed the control group; however, their respective levels of development had not changed in this one-year period. Thus, the training effect proved to be stable over time independent of individual students’ original level of inductive reasoning. This study provided evidence that inductive reasoning could be developed very effectively at this early age. 相似文献
16.
17.
A growing body of research has emphasised the importance of school leadership practice for quality improvement in schools. Yet, little attention has been paid to the investigation of how principals reshape their leadership role and leadership practices when schools reorganise the leadership team with the purpose of increasing the number of formally assigned leaders. As such, this study provides additional insight into how moments of transitions may reshape institutional logics regarding principal leadership practice. Drawing on interviews and contextual observations of five principals in lower secondary schools, framed within a distributed perspective and theory of sense-making, we address this issue by demonstrating that regulative changes influence the normative and cognitive aspects of institutions. We argue that principals re-conceptualise leadership when they move from being solo leaders to sharing leadership, and this allows for subjective interpretations. We have identified two approaches for principal leadership practice which the reorganised leadership team can provide – the exchanging information – and collaborative discussion approaches. 相似文献
18.
19.
Eeva Pyörälä Laura Hirsto Auli Toom Liisa Myyry Sari Lindblom-Ylänne 《International Journal for Academic Development》2015,20(2):150-162
The University of Helsinki established a Teachers’ Academy to reward excellence in teaching. This study focuses on teachers’ significant networks and their meaningful conversations about teaching and learning before the establishment of the Teachers’ Academy. The research data consisted of answers to open-ended questions, and were examined using social network analysis. The teachers’ network consisted of significant relations with (1) colleagues and other teachers, (2) peers in pedagogical courses and pedagogical experts, (3) students, and (4) family members and friends. The conversations with different parties varied in nature, content and the level of confidentiality. 相似文献
20.