全文获取类型
收费全文 | 162篇 |
免费 | 4篇 |
专业分类
166篇 |
出版年
2022年 | 1篇 |
2021年 | 1篇 |
2020年 | 1篇 |
2019年 | 4篇 |
2018年 | 3篇 |
2017年 | 6篇 |
2016年 | 4篇 |
2014年 | 2篇 |
2013年 | 18篇 |
2012年 | 6篇 |
2011年 | 11篇 |
2010年 | 5篇 |
2009年 | 4篇 |
2008年 | 7篇 |
2007年 | 11篇 |
2006年 | 7篇 |
2005年 | 5篇 |
2004年 | 5篇 |
2003年 | 5篇 |
2002年 | 9篇 |
2001年 | 4篇 |
2000年 | 1篇 |
1999年 | 2篇 |
1998年 | 4篇 |
1997年 | 2篇 |
1996年 | 9篇 |
1995年 | 2篇 |
1994年 | 2篇 |
1992年 | 4篇 |
1991年 | 2篇 |
1990年 | 1篇 |
1989年 | 4篇 |
1988年 | 2篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 3篇 |
1982年 | 3篇 |
1979年 | 2篇 |
排序方式: 共有166条查询结果,搜索用时 15 毫秒
161.
162.
163.
In this paper we talk about creating coherence and transparency in the relationships between teacher, model of adult learning and subject taught. We describe how we have made connections between adult learning theory and family therapy to generate resources for action in teaching on the qualifying level course at Northumbria University. Using a recent teaching session and the voices of trainees, we illustrate these connections with an example of teaching about relational reflexivity, using methods which enabled us to generate reflexive ‘flow’ in the learning context. 相似文献
164.
Jeanette Neden 《Journal of Family Therapy》2007,29(4):373-377
Educational contexts can be both enriched and impoverished by our relationship with learning and our ‘identity stories’ as learners influence how we construct contexts for learning. Keenoy et al. (2007) describe identity as a ‘transient bridging concept’ between the individual and society which is constructed through ‘reflexive processes of naming, labelling, classifying and associating symbolic artefacts and social actors in a dialogical process of social definition and redefinition’. Can methods of assessment be constructed to afford reflexive, dialogical learning opportunities? This paper outlines the design and methodology of a reflexive framework for the summative assessment of abilities used on the Intermediate Level course at Northumbria University. 相似文献
165.
Jeanette Norris Kelly Cue Davis William H. George Joel Martell Julia R. Heiman 《Psychology of women quarterly》2004,28(1):59-69
Women suffer a variety of detrimental effects from exposure to violent pornography. This study examined the role of specific situational cues embedded within a violent pornographic story, as well as alcohol consumption and alcohol expectancies, to determine potential mechanisms through which these effects occur. Female social drinkers ( N = 123), recruited from the community at large, participated in a between-subjects factorial experiment varying two situational cues—victim response (pleasure vs. distress) and story character beverage consumption (alcohol vs. mineral water)—and participant beverage consumption (alcohol vs. placebo vs. tonic). Results indicate that participants' identification with the victim plays a key role in affecting their responses and that alcohol-related factors appear to exacerbate the negative impact of pornography. 相似文献
166.