全文获取类型
| 收费全文 | 311篇 |
| 免费 | 8篇 |
专业分类
| 教育 | 260篇 |
| 科学研究 | 13篇 |
| 各国文化 | 6篇 |
| 体育 | 16篇 |
| 文化理论 | 3篇 |
| 信息传播 | 21篇 |
出版年
| 2021年 | 9篇 |
| 2020年 | 7篇 |
| 2019年 | 10篇 |
| 2018年 | 21篇 |
| 2017年 | 12篇 |
| 2016年 | 14篇 |
| 2015年 | 10篇 |
| 2014年 | 13篇 |
| 2013年 | 58篇 |
| 2012年 | 3篇 |
| 2011年 | 10篇 |
| 2010年 | 5篇 |
| 2009年 | 8篇 |
| 2008年 | 11篇 |
| 2007年 | 7篇 |
| 2006年 | 3篇 |
| 2005年 | 4篇 |
| 2004年 | 5篇 |
| 2003年 | 4篇 |
| 2002年 | 11篇 |
| 2001年 | 4篇 |
| 2000年 | 11篇 |
| 1999年 | 3篇 |
| 1998年 | 5篇 |
| 1997年 | 3篇 |
| 1995年 | 4篇 |
| 1994年 | 3篇 |
| 1993年 | 5篇 |
| 1992年 | 6篇 |
| 1991年 | 2篇 |
| 1990年 | 2篇 |
| 1989年 | 6篇 |
| 1988年 | 2篇 |
| 1987年 | 6篇 |
| 1985年 | 3篇 |
| 1983年 | 3篇 |
| 1982年 | 4篇 |
| 1981年 | 2篇 |
| 1979年 | 2篇 |
| 1977年 | 2篇 |
| 1976年 | 1篇 |
| 1975年 | 1篇 |
| 1973年 | 1篇 |
| 1972年 | 1篇 |
| 1970年 | 2篇 |
| 1967年 | 2篇 |
| 1966年 | 1篇 |
| 1926年 | 1篇 |
| 1833年 | 1篇 |
| 1830年 | 1篇 |
排序方式： 共有319条查询结果，搜索用时 359 毫秒
31.
32.
Marcie J. Bober Howard J. Sullivan Deborah L. Lowther Patrick Harrison 《Educational technology research and development : ETR & D》1998,46(3):81-97
This study investigated classroom practices of 38 teachers enrolled in university masters' degree programs in educational technology and in other areas of education. The classroom practices related to five key concepts associated with educational technology: (a) learner-centered instruction, (b) instructional design, (c) media and technology, (d) assessment, and (e) instructional alignment. Teachers rated their frequency of use of desirable practices in these five areas on a 30-item Likert type survey. In addition, one class of students per teacher rated its own teacher's frequency of use of the practices on 20 items parallel to items on the teacher survey. The mean overall rating across all teachers for the classroom practice items was very close to Often, or 4.0, on the 5-point scale. There were few reported differences between the teachers enrolled in educational technology programs and those enrolled in other education programs. Student ratings indicated less frequent teacher use of the desirable practices on 16 of the 20 common items, with significantly lower student ratings on 8 of these items. However, there was strong teacher-student agreement on several other comparisons.The study reported in this article was conducted as a doctoral dissertation at Arizona State University. 相似文献
33.
Previous Possessions, New Obligations was launched by Museums Australia Inc. in 1993, the International Year for the World's Indigenous People, as a policy framework to guide the development of relationships between museums in Australia and Indigenous Australians. The policy was based on consultation with Indigenous people to develop protocols, policies and procedures for more sensitive collection management and for including Indigenous people in research and public programs; and to address issues of governance. It expressed the values that would underpin new relationships between museums in Australia and Indigenous Australians. An evaluation of the policy was conducted in 2000 in a collaboration between the Australian Museum Audience Research Centre, Sydney, and Museums Australia Inc., Canberra. The evaluation found that the policy had substantially met its goals, particularly in establishing the primary rights of Indigenous people to control their cultural material in museum collections. However, a range of substantially new issues emerged which require new policy responses and initiatives. 相似文献
34.
35.
36.
37.
The case study, which explored the implementation of learner-centred approaches, emerged from an action research study of a three-year INSET (In-service Education and Training) programme for 145 unqualified primary teachers in Namibia. A learner-centred curriculum was introduced in Namibia soon after her Independence from South Africa in 1990. It was considered an effective antidote to the stifling teacher-centred practices used within the previous apartheid system. The case study raises questions about the implementation of learner-centred approaches. Data emerged which indicated their non-implementation, and reasons are presented to explain this: teacher professional capacity at the time of the study, limited resources, cultural factors and learner background. Efforts within the INSET programme to support teachers’ implementation of learner-centred approaches led to their reconceptualisation. The study indicated the effectiveness of developing teachers’ skills in the use of whichever approaches, methods and skills best bring about learning. The study highlights the usefulness of an adaptive approach—examining the realities within which teachers work and experimenting with strategies that seek to achieve student learning within the limitations of these realities. The focus is on learning-centred rather than learner-centred approaches. 相似文献
38.
William E. Martin Crystal Easton Sheilah Wilson Michelle Takemoto Shannon Sullivan 《Counselor Education & Supervision》2004,44(1):17-30
The authors investigated the association between emotional intelligence and counseling self‐efficacy. Participants were 140 counseling students and practicing counselors who completed the Emotional Judgment Inventory and the Counseling Self‐Estimate Inventory. Emotional intelligence differentiated counselors from noncounselors (Mdn d = .6650) but provided mixed results in differentiating counseling students and counselors. Moreover, the emotional intelligence factors Identifying Own Emotions, Expressing Emotions Adaptively, and Using Emotions in Problem Solving successfully predicted counseling self‐efficacy of both counseling students and practicing counselors (R = .537). Emotional intelligence may be another marker for individuals exploring professional counseling as a career and for improving students' counseling self‐efficacy. 相似文献
39.
Challenges for researchers wishing to gain insights into student beliefs about mathematics and learning include the identification of prompts to which young children can respond easily and which have the potential to provide meaningful insights into their beliefs. This article reports on a selection of such prompts used within an exploratory study that investigated beliefs about mathematics, learning and helping factors for learning mathematics of eight children of 8 to 9 years of age. These prompts, described as creative interviewing procedures, are classified under the key categories of visual, verbal and text-based. The article provides brief details of the study as background but focuses on discussing the nature of the tasks, and, through the inclusion of a selection of responses, illustrates their potential value as research tools for gaining insights into young children’s beliefs about mathematics and learning. It seems that teachers could use the prompts to gain alternate perspectives into children’s beliefs which in turn might inform their instruction. 相似文献
40.