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Philosophical arguments regarding academic freedom can sometimes appear removed from the real conflicts playing out in contemporary universities. This paper focusses on a set of issues at the front line of these conflicts, namely, questions regarding sex, gender and gender identity. We document the ways in which the work of academics has been affected by political activism around these questions and, drawing on our respective disciplinary expertise as a sociologist and a philosopher, elucidate the costs of curtailing discussion on fundamental demographic and conceptual categories. We discuss some philosophical work that addresses the conceptual distinction between academic freedom and free speech and explore how these notions are intertwined in significant ways in universities. Our discussion elucidates and emphasises the educational costs of curtailing academic freedom. 相似文献
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MARY LEE SWICKERT 《Counselor Education & Supervision》1997,36(4):332-340
Ten doctoral graduates of counselor education programs accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) who were engaged in full-time private practice were interviewed for this qualitative study to determine how they viewed professional identity. 相似文献
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The initial purpose of this study was to determine how counselors used information yielded by multifactor intelligence tests. Data from questionnaires sent to secondary school counselors in two states, however, revealed enormous percentages of nonclassifiable responses regarding these tests. The proportion of nonclassifiable responses varied from 38 percent on questions concerning where different scores were recorded to 70 percent on questions concerning which IQ scores were most and least predictive of scholastic achievement. Consequently, the study concentrated on the reasons for the large number of unusable responses. The findings seemed to indicate a tendency on the part of counselor educators to downgrade the importance of accurate test interpretation. 相似文献
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Clients' ratings measuring the extent to which they felt inhibited by audio-recorded sessions (for supervisory purposes) were correlated with their scores on each scale of the Adjective Check List. Inhibition was positively related to scores in Self-Control, Endurance, Order, Abasement, Deference, and Counseling Readiness. It was negatively related to Lability, Exhibition, and Autonomy scores. The pattern of correlations was similar for clients with personal-social versus educational-vocational problems, although those of the latter group tended to be higher. Unexpectedly, inhibition ratings of educational-vocational clients manifested a strong positive relationship with their level of counseling readiness. 相似文献
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MARY JOE HANNAFORD 《Counselor Education & Supervision》1978,17(4):300-305
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MARY EAGLETON 《Gender and education》1998,10(3):343-349
Two articles in Gender and Education Volume 10, Number 1 (March 1998) - Pauline Leonard's 'Gendering change? Management, masculinity and the dynamics of incorporation' and Alison Bartlett's 'A passionate subject: representations of desire in feminist pedagogy' - suggested to the author the fruitful potential of 'reading between' positions. Though, at first, the differences between the two articles - in situation, content, critical perspective-loom large, they both circulate around the common problem of finding a place for women in educational institutions that veer between the indifferent, the begrudging or the actively hostile. This article attempts to bring into dialogue the sense of professional woman in Leonard and of corporeal woman in Bartlett. The author also reads between these two articles and her own preoccupation with the role of the feminist teacher and suggests, tentatively, that a new interpretation of 'impersonality' may negotiate the intense involvement Bartlett hopes for and the institutional pressures Leonard feels. 相似文献
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