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81.
The role of context in learning and instructional design 总被引:4,自引:0,他引:4
Martin Tessmer Rita C. Richey 《Educational technology research and development : ETR & D》1997,45(2):85-115
Context is a pervasive and potent force in any learning event. Yet instructional design models contain little guidance about how to accommodate contextual elements to improve learning and transfer. This paper defines context, outlines its levels and types, specifies some pertinent contextual factors within these types, suggests methods for conducting a contextual analysis and utilizing its results for instructional design, and outlines future issues for context-based instructional design. The incorporation of a contextual approach to instruction will make our design models systemic as well as systematic. 相似文献
82.
Rita Chi-Ying Chung Fred Bemak Regine M. Talleyrand 《International journal for the advancement of counseling》2007,29(1):21-32
Although the concept of mentoring is receiving increasing attention in the counseling field, the intersection between multiculturalism
and mentoring has not been formally addressed. This article explores mentoring relationships between faculty and students
within counselor education from a multicultural perspective. Semi-structured interviews were used to explore African American,
Asian American and Latina/o American counselor education graduate students’ perspectives on mentoring. Three similar themes
(trust/comfort/honesty; respect; and teacher/student/guide) emerged for all three racial/ethnic groups as important key elements
in the mentoring relationship, but with some distinctive culturally relevant variations in emphasis. Also, all three groups
to some degree reported that having a mentor who was culturally competent and sensitive was helpful, adding further weight
to the view that cultural issues play a role in mentoring relationships. Implications of the findings are discussed. 相似文献
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Teresa M. McDevitt Norm Spivey Eugene P. Sheehan Randy Lennon Rita Story 《Child development》1990,61(3):713-721
This study examined children's conception of listening and their performance as listeners, 7-, 9-, and 11-year-old children were interviewed for their conceptions of good listening, their beliefs about appropriate actions for confused listeners to take, their attributions of responsibility for a listener's confusion, their reports of how speakers and listeners feel during communication breakdown, and their ability to detect inconsistencies during a comprehension-monitoring task. Results indicated that older children relied less on behavioral orientation and more on attempts to comprehend and other criteria in their definitions of good listening. Children believed that appropriate listening responses depend on the situation, and there was a developmental increase in asking the speaker a question and listening more carefully. With age, children also tended to report more complex negative emotions for listeners and speakers experiencing a breakdown in understanding. Children recalled incongruent material more than congruent material on the comprehension-monitoring task. 相似文献
85.
Rita Chawla‐Duggan 《Compare》2007,37(2):185-200
This paper is concerned with processes of international enquiry. It focuses upon the relationship between a research problem and access to conduct research in a country. It uses data from an ethnographic study of primary education in a Northern Indian District. Conceptually drawing upon the insider‐outsider debate within the sociology of knowledge, the paper raises issues about the relationship between the research problem, accessing knowledge and being an outsider to a research setting. It considers problems facing a particular form of outsider—a foreigner. The paper maintains that when researchers who are outsiders embark on designing research in non‐western international educational settings, then questions considering the relationship between the research problem, access strategies and the culture of the research setting are vital. Grappling with such questions allows for the development and promotion of new forms of partnership, alongside a deeper understanding of culture and context, when developing comparative and international research policy agendas. 相似文献
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Nadine M. Kalin Daniel T. Barney Rita L. Irwin 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):353-367
In this article we articulate a view of mentoring that extends into interactive and relational forms, fostering a redefinition of traditional roles and practices within mentor‐protégé models. From the perspectives of a senior administrator and two assistant professors, we revisit the mentoring spaces and relations within which we were engaged while working in an approach to arts‐based educational research known as a/r/tography during dissertation research projects. From our interconnected experiences, we propose a framing of the intersections between a/r/tographic research and mentorship informed by complexity thinking. We analyzed our work together while deconstructing the ways in which we have supported and unsettled each other. Through narrative inquiry we share reflections from dissertation research experiences, while also describing patterns of an emerging pedagogy of mentoring within higher education that we term complexity thinking mentorship. Borrowing from complexity theory, this conception of mentorship attends to the specific conditions of redundancy, decentralized control and diversity as being facilitative of evolving change and insight within graduate student research development. 相似文献
90.
Comparability between different educational qualifications is an important issue within policy discourse in the UK. In this context, the comparability of qualification demands has been explored through the use of expert human judgement. The involvement of human judgement in estimating assessment demands has consequences for methodology. This review considered the ways that the Kelly's Repertory Grid (KRG) technique has been used to compare assessment demands over recent years. The review involved the identification and analysis of research documents as well as consideration of the original theory on which the KRG method was founded. This article describes how the technique has been adapted as it has shifted from its original psychotherapeutic context to be used in educational assessment and comparability studies. The review also explored possible disadvantages that stem from these adaptations, leading to recommendations to ensure the validity of findings when using the technique in educational assessment studies. 相似文献