全文获取类型
收费全文 | 285篇 |
免费 | 5篇 |
专业分类
教育 | 208篇 |
科学研究 | 4篇 |
各国文化 | 2篇 |
体育 | 50篇 |
文化理论 | 1篇 |
信息传播 | 25篇 |
出版年
2023年 | 1篇 |
2022年 | 4篇 |
2021年 | 2篇 |
2020年 | 5篇 |
2019年 | 11篇 |
2018年 | 12篇 |
2017年 | 15篇 |
2016年 | 18篇 |
2015年 | 11篇 |
2014年 | 8篇 |
2013年 | 64篇 |
2012年 | 6篇 |
2011年 | 11篇 |
2010年 | 9篇 |
2009年 | 5篇 |
2008年 | 8篇 |
2007年 | 4篇 |
2006年 | 6篇 |
2005年 | 11篇 |
2004年 | 10篇 |
2003年 | 10篇 |
2002年 | 6篇 |
2001年 | 9篇 |
2000年 | 5篇 |
1999年 | 5篇 |
1998年 | 3篇 |
1997年 | 5篇 |
1996年 | 2篇 |
1995年 | 2篇 |
1994年 | 2篇 |
1992年 | 2篇 |
1991年 | 3篇 |
1990年 | 3篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1980年 | 1篇 |
1978年 | 2篇 |
1976年 | 1篇 |
1973年 | 2篇 |
1971年 | 1篇 |
1970年 | 2篇 |
排序方式: 共有290条查询结果,搜索用时 15 毫秒
101.
Annette Accomando 《Community College Journal of Research & Practice》2013,37(6):535-540
This article describes how Virginia responded to employer needs and created a blue print for the establishment of a demand driven workforce-credentialing system. This system serves the needs of job seekers and the competency-certification needs of hiring authorities. This is a true quality of life and economic development movement. 相似文献
102.
Current Theories of Moral Education If one were to attempt to compare the relationship between modern Hebrew spoken in Israel today to the so-called classical language of the Bible and modern English to its equivalent historical counterpart, the closest (and still not the most accurate) analogy would have to be: Modern Hebrew: Biblical Hebrew is like Modern English: Shakespearian English. In reality, however, the language of Shakespeare is much further removed from contemporary English speakers than the language of the Bible is from speakers of modern Hebrew. 相似文献
103.
104.
Stephanie R. Graham Jamie S. Carney Annette S. Kluck 《Counselor Education & Supervision》2012,51(1):2-16
Lesbian, gay, and bisexual (LGB) clients use counseling services at higher rates than their heterosexual counterparts, yet current training for counselors may be inadequate. In this online study, 234 graduate counselor education and counseling psychology students completed the Sexual Orientation Counselor Competency Scale ( Bidell, 2005 ) and provided information about their training in working with LGB clients. Participants viewed themselves as more competent on the Awareness and Knowledge subscales than on the Skills subscale. Increased level of training (doctoral vs. master's), number of LGB clients seen in practica, and attendance at LGB‐focused workshops and conferences were associated with increased competence. Implications for programmatic development are discussed. 相似文献
105.
The Multiple Subfunctions of Attention: Differential Developmental Gateways to Literacy and Numeracy
Attention is construed as multicomponential, but the roles of its distinct subfunctions in shaping the broader developing cognitive landscape are poorly understood. The current study assessed 3‐ to 6‐year‐olds (N = 83) to: (a) trace developmental trajectories of attentional processes and their structure in early childhood and (b) measure the impact of distinct attention subfunctions on concurrent and longitudinal abilities related to literacy and numeracy. Distinct trajectories across attention measures revealed the emergence of 2 attentional factors, encompassing “executive” and “sustained–selective” processes. Executive attention predicted concurrent abilities across domains at Time 1, whereas sustained–selective attention predicted basic numeracy 1 year later. These concurrent and longitudinal constraints cast a broader light on the unfolding relations between domain‐general and domain‐specific processes over early childhood. 相似文献
106.
Anssi Salonen Anu Hartikainen-Ahia Jonathan Hense Annette Scheersoi Tuula Keinonen 《International Journal of Science Education》2013,35(10):1339-1352
ABSTRACTSchool students demonstrate a lack of interest in choosing science studies and science-related careers. To better understand the underlying reasons, this study aims to examine secondary school students’ perceptions of working life skills and how these perceptions relate to the skills of the twenty-first century. The participants in this study were 144 Finnish 7th graders (aged 13–14 years). Using a questionnaire and qualitative content analysis, we examined their perceptions of working life skills in ‘careers in science’ and ‘careers with science’. Results reveal that although students have a great deal of knowledge about working life skills, it is often just stereotyped. Sector-specific knowledge and skills were highlighted in particular but skills related to society, organisation, time and higher order thinking, were often omitted. Results also indicate that students do not associate ‘careers in science’ with creativity, innovation, collaboration or technology and ICT skills. Conversely, according to the students, these careers demand more sector-specific knowledge and responsibility than ‘careers with science’. We conclude that students need more wide-ranging information about scientific careers and the competencies demanded; such information can be acquired by e.g. interacting with professionals and their real working life problems. 相似文献
107.
Understanding bonding is fundamental to success in chemistry. A number of alternative conceptions related to chemical bonding have been reported in the literature. Research suggests that many alternative conceptions held by chemistry students result from previous teaching; if teachers are explicit in the use of representations and explain their content-specific forms and functions, this might be avoided. The development of an understanding of and ability to use multiple representations is crucial to students’ understanding of chemical bonding. This paper draws on data from a larger study involving two Year 11 chemistry classes (n = 27, n = 22). It explores the contribution of explicit instruction about multiple representations to students’ understanding and representation of chemical bonding. The instructional strategies were documented using audio-recordings and the teacher-researcher’s reflection journal. Pre-test–post-test comparisons showed an improvement in conceptual understanding and representational competence. Analysis of the students’ texts provided further evidence of the students’ ability to use multiple representations to explain macroscopic phenomena on the molecular level. The findings suggest that explicit instruction about representational form and function contributes to the enhancement of representational competence and conceptual understanding of bonding in chemistry. However, the scaffolding strategies employed by the teacher play an important role in the learning process. This research has implications for professional development enhancing teachers’ approaches to these aspects of instruction around chemical bonding. 相似文献
108.
Developing online problem‐based resources for the professional development of teachers of children with visual impairment 总被引:1,自引:0,他引:1
Mike McLinden Steve McCall Danielle Hinton Annette Weston Graeme Douglas 《Open Learning》2013,28(3):237-251
This article presents a summary of the results from phase 1 of a two‐phase research project. Drawing on the principles of problem‐based learning (PBL), the aims of phase 1 were to design, develop and evaluate a set of flexible online teaching resources for use within a virtual learning environment. Participants in the project (n = 10) were volunteers from students registered on a two‐year distance education programme of study for specialist teachers of children with visual impairment. Two case scenarios were developed for the project, each of which was based around a fictitious support service for teachers of children with visual impairment. Following a campus‐based study day, the participants were assigned to one of two ‘PBL Activity Groups’ and completed a series of tasks within each case scenario. Participation in the project was supported by members of the Project Team over a period of one semester, following which participants were asked to provide feedback through an online questionnaire. A summary of the feedback is presented, and key findings discussed. The results suggest that, with appropriate resources, adequate preparatory training and effective tutor support, online PBL can be an effective method for supplementing the continuing professional development of specialist teachers studying through distance education. 相似文献
109.
Annette Braun 《教育政策杂志》2013,28(1):115-116
In this paper I outline an approach towards policy analysis that takes governmentality as its point of theoretical orientation and begin to apply this approach to my research into the recently raised compulsory school‐leaving age in Western Australia. I aim to demonstrate the methodological potentials of this approach by giving examples of the thinking and practices that shape and condition the policy. I commence by situating the school‐leaving age policy within a broader field of reforms occurring under the general banner of neoliberalism and argue that the policy is primarily concerned with the conduct of students classified at ‘educational risk’, and with transforming these students to become more visible, participative and engaged in their schooling. By focusing on the policy rationalities and technologies, and drawing on Foucault’s notion of governmentality, I explore the forms of knowledge and practical strategies that are deployed in this policy field. I contend that this particular deployment narrowly constructs young people’s experiences of schooling in ways that do not allow for a broader debate about their declining school attendance and what should be done to address it 相似文献
110.
While a great deal of attention has been given to evaluating how well policies are implemented, that is, how well they are realised in practice, less attention has been paid to understanding and documenting the ways in which schools actually deal with the multiple, and sometimes opaque and contradictory demands of different ‘types’ of policy. This paper addresses the question of how it is that some education policies ‘fail’ to translate into a continuing and effective set of practices in schools, and instead, are subjected to processes of dissipation and mutation. In this paper, we take as our case personalised learning (PL) launched in England in 2004. In understanding complex processes of enactment, the challenge is to understand how policies differ and analyse why some policies ‘work’ in ways that are unexpected – not as failures of implementation but as mutations. As a ‘case’ of policy dissipation, PL highlights the changing relationships between national and institutional imperatives, and the creative mutations to which some policies are subject within schools. It is not that they have no effects, but rather their effects are marginal or nuanced rather than immediate and obvious. 相似文献