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31.
Abraham Belay Freweini Ghebreab Tewolde Ghebremichael Asmerom Ghebreselassie John Holmes Goodith White 《International Journal of Educational Development》2007,27(6):669-682
This paper reports on the professional development of a small group of newly qualified teachers (NQTs) who began their careers in four rural schools in Eritrea. These teachers were monitored over a period of four years from 2001 to 2004. Their development as primary practitioners was recorded by videoing and observing their classes and by interviews and informal discussions held over the period. The ways in which they developed and the factors involved in this development are analysed and discussed.It is hoped that this research offers an insight into the challenges faced by newly qualified teachers in small rural communities, often very much dependant on their own resources and those of the local community. This indicates ways in which the current programme and on-going in-service provision may be targeted in future. An important point is made that in spite of the unusual circumstances of education in Eritrea this research provides insights that are relevant to other sociocultural contexts. 相似文献
32.
John Abraham 《British Journal of Sociology of Education》1989,10(1):33-51
This paper explores the relationship between teachers’ general beliefs about sexism in society with their views on sexism in curriculum materials. In so doing, it seeks to elaborate on the nature of teachers’ ideological perceptions of sexism, sex roles and feminism. By analysing sex stereotyping in the school texts of one secondary school for the subjects English, mathematics and French, the research reported in the paper substantiates much of the previous research in this area which has found school texts to be male dominated. In conclusion, the paper suggests that, in certain cases, teacher ideology could be a considerable obstacle to the development of anti‐sexist pedagogies because those teachers who support traditional sex roles tend to resist or devalue anti‐sexist initiatives in education. 相似文献
33.
Brendan O’Connell Paul De Lange Mark Freeman Phil Hancock Anne Abraham Bryan Howieson 《Assessment & Evaluation in Higher Education》2016,41(3):331-349
Reliable, consistent assessment process that produces comparable assessment grades between assessors and institutions is a core activity and an ongoing challenge with which universities have failed to come to terms. In this paper, we report results from an experiment that tests the impact of an intervention designed to reduce grader variability and develop a shared understanding of national threshold learning standards by a cohort of reviewers. The intervention involved consensus moderation of samples of accounting students’ work, with a focus on three research questions. First, what is the quantifiable difference in grader variability on the assessment of learning outcomes in ‘application skills’ and ‘judgement’? Second, does participation in the workshops lead to reduced disparity in the assessment of the students’ learning outcomes in ‘application skills’ and ‘judgement’? Third, does participation in the workshops lead to greater confidence by reviewers in their ability to assess students’ skills in application skills and judgement? Our findings suggest consensus moderation does reduce variability across graders and also builds grader confidence. 相似文献
34.
Co-teaching is considered a means for improving the inclusion of students with disabilities in mainstream classrooms. This research employs a mixed methods research approach to investigate teachers’ attitudes towards co-teaching practices for students with disabilities in Greek schools. In total, 400 co-teachers completed a survey questionnaire and 10 of them participated in semi-structured interviews, in which they reported co-teaching practices with regard to planning and evaluation activities, co-teaching models, content of teaching and instructional grouping arrangements. The participants stated that the time they spend to plan and evaluate together is insufficient and that they need more time to perform these activities. In addition, co-teachers were found to use their limited time to separate rather than to co-plan or evaluate co-teaching activities. They reported inconsistencies in the rating of co-teaching activities during planning and evaluation. Even though co-teachers approved a specific stance towards all models of co-teaching, they mainly noted that they implemented supportive co-teaching. Also, they stated that they modify the content of teaching for their students with disabilities, but they limit this practice to individual teaching in order to assist these students to overcome specific difficulties. Finally, co-teachers indicated that they prefer to teach the students with disabilities in mixed ability groups rather than to teach them individually out of the class. The results of this research support those of previous studies with regard to the planning needs of co-teachers and the prevalence of the supportive co-teaching model. In addition, our results inform the field about diverse approaches and inconsistencies in delivering the curriculum and the grouping arrangements for students with disabilities. We argue that professional development on the practical implementation of co-teaching and administrative support are necessary to enhance co-teachers’ activities towards the development of an inclusive culture. 相似文献
35.
36.
A sample of 100 students from junior high school physical science, high school chemistry, and introductory college chemistry were examined for understanding of five chemistry concepts. The concepts addressed were chemical change, dissolution of a solid in water, conservation of atoms, periodicity, and phase change. The amount of experience with the concepts (grade level) and reasoning ability (developmental level) were examined as possible sources of variation in student understanding. Differences in understanding with respect to grade level were found to be significant for the concepts of chemical change, dissolution of a solid, conservation of atoms, and periodicity. However, few of the students in the college chemistry sample exhibited sound understanding of chemical change, periodicity, or phase change. The use of particulate terms (atoms, ions, molecules) increased across the grade levels. Reasoning ability proved to be a significant factor for student understanding of conservation of atoms and periodicity. An examination of the number and types of misconceptions across the grade levels revealed several interesting patterns and suggested sources for the students' alternative conceptions. 相似文献
37.
Linlin Luo Kenneth A. Kiewra Abraham E. Flanigan Markeya S. Peteranetz 《Instructional Science》2018,46(6):947-971
There has been a shift in college classrooms from students recording lecture notes using a longhand pencil-paper medium to using laptops. The present study investigated whether note-taking medium (laptop, longhand) influenced note taking and achievement when notes were recorded but not reviewed (note taking’s process function) and when notes were recorded and reviewed (note taking’s product function). One unique aspect of the study was determining how laptop and longhand note taking influence the recording of lecture images in notes and image-related achievement. Note-taking results showed that laptop note takers recorded more notes (idea units and words) and more verbatim lecture strings than did longhand note takers who, in turn, recorded more visual notes (signals and images) than did laptop note takers. Achievement results showed that when taking laptop notes, the process function of note taking was more beneficial than the product function of note taking (i.e., better image-related learning and similar text-related learning). When taking longhand notes, the product function of note taking was more beneficial than the process function of note taking (i.e., better text-related learning and similar image-related learning). Achievement findings suggest that the optimal note-taking medium depends on the nature of the lecture and whether notes are reviewed. 相似文献
38.
39.
Kavita K. Shalia V. K. Shah M. R. Mashru S. L. Soneji J. B. Vasvani S. S. Payannavar A. P. Walvalkar R. A. Mokal S. M. Mithbawkar K. V. Kudalkar A. Abraham P. K. Thakur 《Indian journal of clinical biochemistry : IJCB》2010,25(1):20-28
The study aimed to analyze the circulating levels of thrombotic and haemostatic components; tissue factor, tissue factor pathway inhibitor, tissue plasminogen activator and plasminogen activator inhibitor-1 in patients with acute myocardial infarction at presentation (Group 1, n=49), unstable angina and Non-ST elevated MI after treatment (Group 2, n=22), stable angina (Group 3, n=18) and healthy individuals (Group 4, n=31). Significant finding was increase in tissue factor not only in Group 1 (2.0 fold, P=0.001), Group 2 (2.2 fold, P=0.015) but also in Group 3 (1.8 fold, P=0.018) as compared to controls. In Group 1 Plasminogen activator inhibitor-1 increased significantly (35.8%, P=0.02). Tissue factor pathway inhibitor and tissue plasminogen activator demonstrated increase in Group 1 of age<40 years while insignificant changes in elder patients. Increased thrombotic and decreased fibrinolytic conditions in acute myocardial infarction patients were observed. Increase TF in stable angina demonstrates procoagulant status in these patients as well. 相似文献
40.
Many studies have reported on the economical, social, and educational difficulties encountered by Ethiopian Jews since their
immigration to Israel. Furthermore, the overall academic underachievement and poor representation of students of Ethiopian
origin (SEO) in the advanced mathematics and science classes were highlighted and described. Yet, studies focusing on differential
achievements within SEO and on students who succeed against all odds are scarce. In this study, we explored success stories
of five SEO studying in a pre-academic program at a prestigious technological university in Israel. Our goal was to understand
how these students frame and interpret their success in mathematics and to identify elements perceived as fostering their
mathematics and academic trajectories. Using qualitative methodology, we identified perceived personal motivational variables,
effective learning and coping strategies, and students’ immediate environment as key elements contributing to achieving and
maintaining success. We discuss possible theoretical contributions and practical implications of the findings.
This research is supported in part by the Abraham and Sonia Rochlin Foundation and by a grant from the Israel Ministry of
Absorption. The opinions expressed in this paper are those of the authors and do not necessarily reflect the views of the
funding agencies. 相似文献