全文获取类型
| 收费全文 | 322篇 |
| 免费 | 8篇 |
专业分类
| 教育 | 278篇 |
| 科学研究 | 8篇 |
| 各国文化 | 2篇 |
| 体育 | 13篇 |
| 文化理论 | 3篇 |
| 信息传播 | 26篇 |
出版年
| 2022年 | 5篇 |
| 2021年 | 3篇 |
| 2020年 | 4篇 |
| 2019年 | 9篇 |
| 2018年 | 13篇 |
| 2017年 | 15篇 |
| 2016年 | 11篇 |
| 2015年 | 7篇 |
| 2014年 | 10篇 |
| 2013年 | 54篇 |
| 2012年 | 11篇 |
| 2011年 | 9篇 |
| 2010年 | 9篇 |
| 2009年 | 9篇 |
| 2008年 | 9篇 |
| 2007年 | 13篇 |
| 2006年 | 10篇 |
| 2005年 | 7篇 |
| 2004年 | 8篇 |
| 2003年 | 10篇 |
| 2002年 | 8篇 |
| 2001年 | 4篇 |
| 2000年 | 5篇 |
| 1999年 | 8篇 |
| 1998年 | 7篇 |
| 1997年 | 6篇 |
| 1996年 | 8篇 |
| 1995年 | 6篇 |
| 1994年 | 3篇 |
| 1993年 | 3篇 |
| 1992年 | 4篇 |
| 1991年 | 3篇 |
| 1990年 | 4篇 |
| 1989年 | 4篇 |
| 1986年 | 3篇 |
| 1985年 | 2篇 |
| 1984年 | 3篇 |
| 1981年 | 3篇 |
| 1980年 | 2篇 |
| 1979年 | 2篇 |
| 1978年 | 2篇 |
| 1976年 | 1篇 |
| 1971年 | 1篇 |
| 1969年 | 1篇 |
| 1968年 | 1篇 |
| 1964年 | 1篇 |
| 1928年 | 1篇 |
| 1924年 | 1篇 |
| 1917年 | 1篇 |
| 1915年 | 1篇 |
排序方式： 共有330条查询结果，搜索用时 15 毫秒
81.
82.
83.
Abstract Prevailing values of equity and social justice are increasingly espoused in the mission and policy statements of public institutions, organizations, and agencies. In higher education, teacher preparation programs are considered to be key contributors to the cultivation of mores of inclusiveness, where diversity is embraced and appreciated in its multitude of forms. The purpose of this qualitative study was to examine the diversity dispositions of a group of preservice and inservice teachers participating in a multicultural education course at a university in the deep southern region of the United States. Data were collected in the following ways: (a) autobiographical accounts that participants compiled and shared; (b) responses to abbreviated biographies in an online discussion forum; (c) face‐to‐face discussions of issues related to goals of equity, tolerance, and social justice in schools; and (d) instructor observations of participants' interactions with each other. The research revealed that in the electronic forum the teacher candidates and practicing teachers were particularly candid in reflecting upon and revealing their cultural roots, perceptions, and experiences and validated many—but not all—‐peer self‐reports of marginalization. Three major diversity dispositions emerged in the data analysis: (a) cultural consciousness, (b) intercultural sensitivity, and (c) commitment to social justice. The study also illuminated the challenge inherent in critically examining and sharing diversity dispositions when considering issues of discrimination, prejudice, and segregation in a multicultural setting. Although limited in scope and generalizibility, the findings provide insights into ways of framing tolerance sensibilities and for improving educators' capacities to reassess candidates' diversity dispositions. 相似文献
84.
85.
86.
87.
88.
89.
90.