全文获取类型
收费全文 | 130篇 |
免费 | 4篇 |
专业分类
教育 | 106篇 |
科学研究 | 12篇 |
体育 | 2篇 |
文化理论 | 3篇 |
信息传播 | 11篇 |
出版年
2023年 | 1篇 |
2020年 | 4篇 |
2019年 | 7篇 |
2018年 | 3篇 |
2017年 | 3篇 |
2016年 | 2篇 |
2015年 | 8篇 |
2014年 | 6篇 |
2013年 | 40篇 |
2012年 | 1篇 |
2011年 | 14篇 |
2010年 | 4篇 |
2009年 | 1篇 |
2008年 | 2篇 |
2007年 | 1篇 |
2006年 | 1篇 |
2005年 | 2篇 |
2004年 | 2篇 |
2003年 | 5篇 |
2002年 | 4篇 |
2001年 | 3篇 |
2000年 | 2篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1991年 | 1篇 |
1988年 | 1篇 |
1982年 | 1篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1977年 | 1篇 |
1969年 | 1篇 |
1965年 | 2篇 |
1942年 | 1篇 |
1922年 | 1篇 |
排序方式: 共有134条查询结果,搜索用时 15 毫秒
121.
Conclusion Responsible educators find the need for continual renewal. The rapid advance of technology requires teachers learn new strategies
and techniques for the productive use of these tools. The projects described above provided preservice faculty, students,
and inservice educators with opportunities to learn about new technologies and to explore innovative uses of the technology.
Opportunities to utilize distance education systems, such as the Iowa Communications Network, are numerous throughout the
entire teacher preparation process. Iowa teacher educators have the opportunity to prepare their students to be capable classroom
teachers who have the knowledge and skills to facilitate learning in an array of educational environments. 相似文献
122.
This case study examined patterns in online communication using computer-mediated discourse analysis to better understand how teaching presence, social presence, and cognitive presence are manifested in an online learning environment. The findings indicate that study participants actively participated in the discussion. The instructor and facilitators displayed high teaching presence through posting encouraging social words and maintaining a positive emotional tone, which created an open communication environment for student discussion. To promote students’ cognitive development, the acts that their words described included to “inform” and “elaborate” to help students construct knowledge by providing factual information and extending or embellishing upon points made. Students displayed social presence by using more social and positive emotion words, and tone, which signaled that they were satisfied with the discussion. Students’ cognitive presence was manifested through making claims, providing information and elaboration on posted comments. 相似文献
123.
Waber DP Weiler MD Forbes PW Bernstein JH Bellinger DC Rappaport L 《Journal of learning disabilities》2003,36(5):467-483
We evaluated community general education (CGE; n = 178), community special education (CSE; n = 30) and hospital-referred (HR, n = 145) children (ages 7-6 to 11-11) prospectively over a 2-year period. During this period, 17 CGE children were referred for evaluation (community referred; CR). Prior to referral, CR children performed more poorly than community-nonreferred (CNR) children on cognitive ability, academic achievement, attention problems, and information processing. CR group performance was equivalent to that of CSE and HR groups, but HR children showed poorer academic achievement. Referred children performed more poorly on all measures than nonreferred, whether they met formal diagnostic criteria for a learning disorder or not. Learning disorders may be better conceptualized as a context-dependent problem of functional adaptation than as a disability analogous to physical disabilities, raising questions about the validity of using psychometric test scores as the criterion for identification. 相似文献
124.
125.
Education as Service: The Understanding of University Experience Through the Service Logic 总被引:1,自引:1,他引:0
With the marketization of UK higher education, this paper develops a framework from services marketing that can assist universities in understanding what market orientation means and how students would value their offerings. Our study shows that the core service in a university experience is a learning experience that is cocreated and that the value is emergent, unstructured, interactive, uncertain, with a hedonic dimension. Our paper modifies the gap model of service quality to show that an ideological gap exists that may also impede the quality of the university experience. We propose that a one-sided expectation by students leads to student consumerism and disengagement. Paradoxically, we show that a true student-orientated marketing puts the university ideology at the center of marketing efforts and that marketing may well be an effective tool to communicate such ideologies. 相似文献
126.
Cory Forbes Kim Lange Kornelia Möller Mandy Biggers Mira Laux Laura Zangori 《International Journal of Science Education》2013,35(14):2367-2390
To help explain the differences in students' performance on internationally administered science assessments, cross-national, video-based observational studies have been advocated, but none have yet been conducted at the elementary level for science. The USA and Germany are two countries with large formal education systems whose students underperform those from peers on internationally administered standardized science assessments. However, evidence from the 2011 Trends in International Mathematics and Science Exam assessment suggests fourth-grade students (9–10 year-olds) in the USA perform higher than those in Germany, despite more instructional time devoted to elementary science in Germany. The purpose of this study is to comparatively analyze fourth-grade classroom science in both countries to learn more about how teachers and students engage in scientific inquiry, particularly explanation-construction. Videorecordings of US and German science instruction (n 1?=?42, n 2?=?42) were sampled from existing datasets and analyzed both qualitatively and quantitatively. Despite German science lessons being, on average, twice as long as those in the USA, study findings highlight many similarities between elementary science in terms of scientific practices and features of scientific inquiry. However, they also illustrate crucial differences around the scientific practice of explanation-construction. While students in German classrooms were afforded more substantial opportunities to formulate evidence-based explanations, US classrooms were more strongly characterized by opportunities for students to actively compare and evaluate evidence-based explanations. These factors may begin to help account for observed differences in student achievement and merit further study grounded in international collaboration. 相似文献
127.
128.
129.
130.
The purpose of this study was to explore the experiences of female (association) football officials who officiate in amateur men’s and boys’ football matches in two UK counties (Warwickshire and Somerset). The research presents a view of men’s football from a position that has hitherto been overlooked in the social exploration of football culture. Drawing upon ethnographic fieldwork collected between September and December 2012, the findings provide insight into some women’s experiences of sexism and marginalization in predominantly male football contexts. Participant observations, formal semi-structured interviews and a range of informal conversations with four female match officials demonstrated a wide range of abuse that could generally be construed as sexist. The women used various strategies to overcome the hostile attitudes that often greeted their presence on the football pitch. Moreover, they continuously negotiated their identities as females and football officials in a space where men and masculinity are prevalent. 相似文献