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221.
Citizenship Education and National Identities in France and England: Inclusive or exclusive? 总被引:3,自引:2,他引:3
ABSTRACT This paper examines and compares recent citizenship education policy documents from France and England and explores the extent to which they encourage inclusive or exclusive concepts of national identity and citizenship. Current policies are being developed in a context of perceived disillusionment and political apathy amongst the young. Whilst citizenship education has traditionally aimed to prepare young people to take their place in adult society and a national community, today the notion of a single national identity is increasingly questioned. Using framing questions from the International Association for the Evaluation of Educational Achievement (IEA) survey of civic education, we examine programmes of study in each country to determine the extent to which they promote human rights as shared values, make positive references to cultural diversity, and conceptualise minorities. We consider the potential of citizenship education thus defined to contribute towards the development of justice and equality in society and challenge racism and xenophobia. We note the strengths and limitations of each approach to education for citizenship and suggest what each might gain from the other. 相似文献
222.
The literature on interdisciplinarity identifies several forms of collaboration: multidisciplinary, transdisciplinary, and interdisciplinary (as bridge building or integration). To assist vocational psychology translate its interdisciplinary discourse into action, this paper uses that literature to identify the benefits, challenges and conditions for success. It indicates that the form of collaboration needed must be decided, and the cognitive, social, organizational and institutional aspects of the collaborating disciplines considered. It highlights the significance of interpersonal relationships when establishing and maintaining collaboration. 相似文献
223.
In recent decades, Norwegian schools have experienced increased cultural diversification among students. Growing heterogeneity in origin and culture may enhance the risk of student marginalisation, segregation and exclusion. In response to these challenges, this paper examines students’ intercultural empathy and, particularly, how schools can develop their intergroup empathy to support social inclusion. Theoretically, we applied an inclusive citizenship perspective. The study draws primarily on quantitative data gathered from paper questionnaires collected from 1006 students in two upper secondary schools and three lower secondary schools. We explored the antecedents of intercultural empathy among the students using regression analyses. First, we found that there are substantial differences between the scores of boys and girls on intercultural empathy. Second, we found that information on culture and diversity was a predictor of certain aspects of intercultural empathy. Third, a variety of school variables were applied to explore possible ways to support student intercultural empathy, which showed moderate associations with intercultural empathy. Fourth, variables measuring students’ perceptions of human rights implementation in school were also moderately associated with aspects of intercultural empathy. The results and their implications for teaching are discussed. 相似文献
224.
Audrey Davis Mccray Shernaz B. García 《International journal of qualitative studies in education》2013,26(6):599-612
Disproportion in special education based on race, ethnicity, language, and class persists. In this paper, we argue that to address this and other perpetual problems of underachievement for culturally and linguistically diverse children and youth requires examination of disability within its full sociocultural context and inclusion of the stories of those who are most affected by educational research, policy, and practice. We conducted a qualitative analysis of the existing professional literature of multicultural and bilingual special education published over 27 years in major special education journals to document omissions in the empirical research and conceptualize a research agenda around four themes: authenticity, legitimization, and multiplicity of voices; validation of culturally and linguistically responsive special education service delivery models and intervention; multicultural preparation of special educators; and underserved populations in special education. 相似文献
225.
Barohny Eun Steven E. Knotek Audrey L. Heining-Boynton 《Educational Psychology Review》2008,20(2):133-147
A reconceptualization of the zone of proximal development (ZPD) is proposed by introducing the notion of dialogicality and
voice. Drawing on Bakhtin’s semiotics, it is argued that the dialogical interactions occurring within the ZPD must be understood
in a larger context to go beyond the visible and audible participants. More specifically, in addition to the first voice of
the more capable participant and the second voice of the less competent participant, there is a third voice that serves as
an immediate agenda of the ZPD. The third voice exerts its influence through the first voice by mediating the latter’s intrapsychological
functioning. The compatibility between the agenda of the third voice and the developmental goals of the zone determines whether
the progression through the ZPD is enhanced or constrained. Standardized testing is given as an example of the third voice
with a focus on its compatibility with the developmental goal of the ZPD.
Barohny Eun is mainly interested in developing an instructional model for K-5 English as a Second Language (ESL) students
based on the sociocultural theories of Vygotsky. Steven E. Knotek is mainly interested in early intervention and literacy.
Audrey L. Heining-Boynton is mainly interested in foreign and second language education. 相似文献
226.