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PATRICIA R. MCCARTHY STEVEN J. DANISH ANTHONY R. D'AUGELLI 《Counselor Education & Supervision》1977,17(1):29-35
The retention of verbal helping skills by human service worker trainees who had completed the Danish and Hauer (1973) training program seven months earlier was explored. Twenty-six trainees engaged in three helping interviews'before training, immediately following training, and seven months later. Consistent with other follow-up studies, high skill levels at posttraining were generally not maintained at follow-up. Contrary to these other studies, however, they remained higher than pretraining levels. Two specific verbal responses, affective responses and closed questions, remained at posttraining levels. The relationship of this study to other follow-up studies is discussed. 相似文献
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GRAHAM HAYDON 《Journal of Philosophy of Education》2007,41(4):523-538
This introductory article first gives a brief overview of the articles in the remainder of this special issue. It then considers what we can learn about the comprehensive ideal, and what questions still remain about it, from the treatment it receives in these articles. After an initial discussion of the nature of the common school, two dimensions are identified in which interpretations of the comprehensive ideal often differ: how fully the content of such schooling is filled in, and what its scope is considered to be. Six categories of values are identified to which arguments both for and against the comprehensive ideal may appeal: educational values; values of community; justice and equality; respect; freedom; and non-discrimination. It is suggested that in a context of value-pluralism there can be no canonical interpretation of the comprehensive ideal. 相似文献
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The Master's degree course in European Construction Engineering has many unique features. Its students come from several different European countries, each student studies in at least three different European locations, and the teaching staff are drawn from seven different European universities. The course is therefore genuinely multinational and European. The development and delivery of the course over the past 6 years has revealed fundamental differences in European education practices which have provided a learning experience for both students and staff. This paper describes the course development and discusses some of the issues that have arisen during the development process, many of which are yet to be finally resolved. 相似文献
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PATRICIA STEVENS-SMITH J. SCOTT HINKLE ROBERT F. STAHMANN 《Counselor Education & Supervision》1993,33(2):116-126
This article is a summary and comparison of accreditation standards in marriage and family counseling and therapy by two accreditation bodies. 相似文献
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PATRICIA MCCARTHY SHARON SUGDEN MICHELLE KOKER FRANK LAMENDOLA STEVE MAURER SALINA RENNINGER 《Counselor Education & Supervision》1995,35(2):130-138
Informed consent in clinical supervision should be explicitly addressed. Areas to be covered in a written statement and suggestions for discussing informed consent in an initial supervision session are given. 相似文献
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PATRICIA Y. LEONARD 《Counselor Education & Supervision》1984,24(1):96-106
This study compares the citation patterns of Counselor Education and Supervision with those of the Personnel and Guidance Journal, the Journal of Counseling Psychology, and the Counseling Psychologist. Citations from Counselor Education and Supervision for 1979 and 1980 were analyzed in terms of the most frequently cited authors and works published prior to and after 1958. The findings reveal that although there is some overlap between the works and authors cited in Counselor Education and Supervision and those cited in the counseling psychology journals, there is a sizable and unique body of literature and pool of authors cited in Counselor Education and Supervision. The impact of multiple authorship, the dependence function (within-journal citation) and other issues in counseling citation research are discussed. 相似文献
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