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191.
192.
Gert Rüppell 《The Ecumenical review》2004,56(1):136-141
193.
Herbert Scheithauer Tobias Hayer Franz Petermann Gert Jugert 《Aggressive behavior》2006,32(3):261-275
A revised version of the Bully/Victim Questionnaire [Olweus, 1991] was given to 2,086 fifth–tenth grader students from schools in two German federal states. The results were analysed in terms of frequencies of self‐reports of different forms of bullying (physical, verbal, relational/indirect; for bullies and for victims), gender and grade differences. Overall, 12.1% of the students reported bullying others and 11.1% reported being bullied (victimisation). We classified 2.3% of the students as bully/victims due to their self‐report. Significantly more boys reported bullying others, regardless of bullying form, and significantly more boys than girls were classified as bully/victims. Although there was no gender difference for victimisation at all, boys reported significantly more often than girls being bullied physically. Besides, self‐reports of pure and overlapping forms of bullying behaviour (relational, verbal, physical) were analysed. With regard to age trends, students from middle grades reported the highest rates of bullying. Self‐reported rates of victimisation were higher for younger students, regardless of form of victimisation. Furthermore, class size was not linked to reports of bullying and victimisation. Results from logistic regression analyses emphasised that the variables “gender” and “grade” add significantly to the prediction of self‐reported bullying; “grade” and variables measuring impaired psychosocial “well‐being” of students at school (e.g., feeling of not being popular, negative attitude towards breaks) add significantly to the prediction of self‐reported victimisation. The results are discussed against the background of other study findings, accentuating the significance of gender‐ and age‐specific forms of bullying/victimisation. Aggr. Behav. 32:1–15, 2006. © 2006 Wiley‐Liss, Inc. 相似文献
194.
Joshua Gert 《No?s (Detroit, Mich.)》2010,44(4):669-690
195.
Gert J. J. Biesta 《Studies in Philosophy and Education》2010,29(5):491-503
The idea that professional practices such as education should be based upon or at least be informed by evidence continues
to capture the imagination of many politicians, policy makers, practitioners and researchers. There is growing evidence of
the influence of this line of thought. At the same time there is a growing body of work that has raised fundamental questions
about the feasibility of the idea of evidence-based or evidence-informed practice. In this paper I make a further contribution
to this discussion through an analysis of a number of assumptions that inform the discussion. I focus on the epistemological,
ontological and praxeological dimensions of the discussion and in each domain identify a deficit. In the epistemological domain
there is a knowledge deficit, in the ontological domain an effectiveness or efficacy deficit and in the practice domain an
application deficit. Taken together these deficits not only raise some important questions about the very idea of evidence-based
practice but also highlight the role of normativity, power and values. Against this background I outline the case for the
idea of value-based education as an alternative for evidence-based education. As I am generally concerned about the expectations
policy makers hold about what evidence can and should achieve in professional practices such as education, my contribution
is primarily meant to provide educators and other professionals with arguments that can help them to resist unwarranted expectations
about the role of evidence in their practices and even more so of unwarranted interventions in their practices. 相似文献
196.
197.
Studies in Philosophy and Education - In many places around the world the modern school is under a relentless pressure to perform and the standards for such performance are increasingly being set... 相似文献
198.
Gert J. Van Der Wilt 《Theoretical medicine and bioethics》1995,16(3):291-316
Medical technology assessment deals with the evaluation of novel or existing health care procedures. This paper addresses the interdependence between factual and normative issues, using the controversies about acceptability and desirability of reduced-size liver transplantations with living donors as example. 相似文献
199.
200.
This article addresses some methodological questions that are at stake in assessing the influence of the ideas of John Dewey
on the renewal of European education in the twentieth century, using examples from the history of Dutch education. It is argued
that in this kind of research the focus should not be on the process of influence as such, but rather on the activity of reception.
This, in turn, requires a contextual reconstruction of the interaction between Deweyan ideas and practices and existing ones.
The case studies presented in this article exemplify the more general methodological observations. They not only provide an
insight in the role of Deweyan ideas and practices in the development of Dutch education but also make clear for what reasons,
mostly unrelated to the significance of Dewey’s work, these ideas and practices did not have any lasting influence on the
development of Dutch education, both on the level of early childhood education and primary and secondary schools. 相似文献