全文获取类型
收费全文 | 189篇 |
免费 | 3篇 |
专业分类
教育 | 168篇 |
科学研究 | 1篇 |
各国文化 | 1篇 |
体育 | 3篇 |
文化理论 | 1篇 |
信息传播 | 18篇 |
出版年
2024年 | 1篇 |
2023年 | 1篇 |
2022年 | 2篇 |
2021年 | 1篇 |
2020年 | 2篇 |
2019年 | 6篇 |
2018年 | 8篇 |
2017年 | 1篇 |
2016年 | 6篇 |
2015年 | 4篇 |
2014年 | 8篇 |
2013年 | 38篇 |
2012年 | 3篇 |
2011年 | 6篇 |
2010年 | 1篇 |
2009年 | 3篇 |
2008年 | 4篇 |
2007年 | 4篇 |
2006年 | 3篇 |
2005年 | 13篇 |
2004年 | 13篇 |
2003年 | 6篇 |
2002年 | 5篇 |
2001年 | 2篇 |
2000年 | 4篇 |
1999年 | 3篇 |
1998年 | 3篇 |
1997年 | 3篇 |
1996年 | 2篇 |
1994年 | 4篇 |
1993年 | 3篇 |
1992年 | 6篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 5篇 |
1987年 | 3篇 |
1986年 | 1篇 |
1985年 | 3篇 |
1983年 | 1篇 |
1982年 | 4篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1977年 | 1篇 |
1959年 | 1篇 |
排序方式: 共有192条查询结果,搜索用时 125 毫秒
1.
2.
3.
Helen Askell‐Williams Rosalind Murray‐Harvey Michael J. Lawson 《The Teacher Educator》2013,48(4):237-263
Abstract Students develop robust mental models of teaching and learning during their school years, and as such, often teach as they were taught—possibly perpetuating practices that limit intellectual inquiry in classrooms. This paper reports on an analysis, using a conceptual framework and NUD?1ST software, of a cohort of 3rd‐year teacher education students' reflections on changes in their mental models following their experiences in a problem‐based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self‐reflection and peer collaboration for cognitive and professional growth; and (c) processes of inquiry for developing self‐regulated learning practices. 相似文献
4.
Loneliness and Peer Relations in Young Children 总被引:13,自引:0,他引:13
Recent studies indicate that feelings of loneliness and social dissatisfaction can be reliably assessed with third- through sixth-grade children, and that children who are sociometrically rejected by their peers are significantly more lonely than other children. The present research was designed (a) to examine whether loneliness could be reliably assessed in a population younger than previously studied, (b) to learn whether young children who are poorly accepted by peers report elevated levels of loneliness and social dissatisfaction, (c) to assess whether young children understand the concept of loneliness, and (d) to examine the behavioral characteristics of lonely young children. Kindergarten and first-grade children (N = 440) responded to a questionnaire about feelings of loneliness and social dissatisfaction in school. A subset of children (N = 46) were individually interviewed to assess their understanding of loneliness. To assess sociometric status and behavior, peers were asked to respond to various sociometric measures and behavioral assessment items. Teachers also provided behavioral information about children using a newly developed instrument. Results indicated that nearly all children understood loneliness, that loneliness was reliably assessed in young children, and that poorly accepted children were more lonely than other children. In addition, children who reported the most loneliness were found to differ from others on several behavioral dimensions. 相似文献
5.
6.
Roxå Torgny Ahmad Arshad Barrington Janette Van Maaren John Cassidy Robert 《Higher Education》2022,83(1):35-55
Higher Education - This paper summarizes the discourse on student ratings of teaching in higher education. It reconceptualizes student ratings within a larger process of promoting quality in... 相似文献
7.
Books reviewed in this article:
L. Archer, M. Hutchings and A. Ross, with C. Leathwood, R. Gilchrist and D. Phillips, Higher Education and Social Class: Issues of Exclusion and Inclusion
John Brennan and Tarla Shah, Managing Quality in Higher Education: An International Perspective on Institutional Assessment and Change
R. Taylor, J. Barr and T. Steele, For a Radical Higher Education: After Postmodernism 相似文献
L. Archer, M. Hutchings and A. Ross, with C. Leathwood, R. Gilchrist and D. Phillips, Higher Education and Social Class: Issues of Exclusion and Inclusion
John Brennan and Tarla Shah, Managing Quality in Higher Education: An International Perspective on Institutional Assessment and Change
R. Taylor, J. Barr and T. Steele, For a Radical Higher Education: After Postmodernism 相似文献
8.
This longitudinal investigation of 84 infants examined whether the effect of 12-month attachment on 18- and 24-month exploration and sociability with unfamiliar adults varied as a function of newborn irritability. As expected, results revealed an interaction between attachment (secure vs. insecure) and irritability (highly irritable vs. moderately irritable) in predicting both exploration and sociability with unfamiliar adults. For exploration, results supported a dual-risk model; that is, toddlers who had been both highly irritable and insecurely attached were less exploratory than other toddlers. For sociability, results supported the differential-susceptibility hypothesis; that is, highly irritable infants, compared to moderately irritable infants, were both less sociable as toddlers when they had been insecurely attached and more sociable when they had been securely attached. 相似文献
9.
Bernstein Debra Puttick Gillian Wendell Kristen Shaw Fayette Danahy Ethan Cassidy Michael 《Educational technology research and development : ETR & D》2022,70(1):119-147
Educational technology research and development - In most middle schools, learning is segregated by discipline. Yet interdisciplinary approaches have been shown to cultivate creative thinking,... 相似文献
10.