全文获取类型
收费全文 | 105篇 |
免费 | 0篇 |
专业分类
教育 | 97篇 |
各国文化 | 1篇 |
信息传播 | 7篇 |
出版年
2020年 | 4篇 |
2019年 | 4篇 |
2018年 | 2篇 |
2017年 | 4篇 |
2015年 | 3篇 |
2014年 | 1篇 |
2013年 | 19篇 |
2012年 | 3篇 |
2011年 | 2篇 |
2010年 | 4篇 |
2009年 | 5篇 |
2008年 | 3篇 |
2007年 | 1篇 |
2006年 | 2篇 |
2005年 | 4篇 |
2004年 | 1篇 |
2003年 | 3篇 |
2002年 | 2篇 |
2000年 | 2篇 |
1999年 | 1篇 |
1997年 | 1篇 |
1996年 | 1篇 |
1995年 | 6篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1991年 | 6篇 |
1990年 | 5篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 2篇 |
1983年 | 2篇 |
1980年 | 1篇 |
1968年 | 1篇 |
排序方式: 共有105条查询结果,搜索用时 15 毫秒
61.
One of the most consistent themes evident in the literature dealing with rural education is that of rural disadvantage. Much research and literature indicates that students from rural schools receive an education that is inferior to that of students from larger urban or suburban schools. Of the matrix of factors reported to lead to that disadvantage, geographical isolation and the extent to which it restricts access is reported to result in rural schools not having the same standard of resource allocation as urban schools where access is not a problem. This study addresses the issue of resource availability in rural and urban Australian schools and includes the variables: students' attitudes towards science and mathematics and career aspirations of these students. The analysis includes socioeconomic status and gender of these students and investigates how these variables relate to student achievement. Do students in rural schools have the same educational opportunity as students in urban schools? In this study a multilevel model is used which takes into account the classroom level variance in student achievement as well as individual variance and school level variance. 相似文献
62.
Viv Moriarty Suzanne Edmonds Peter Blatchford Clare Martin 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):33-46
This paper explores how early years teachers feel about their work. Responses to an open-ended questionnaire indicated that teachers found working with young children both satisfying and rewarding. However, they felt they were being impeded by external factors, such as educational change and current curriculum initiatives, which caused them stress. More specifically, teachers expressed frustration in implementing policies that they felt were contrary to their own pedagogical understandings and professional values. It is concluded that teachers need to be more actively involved with consultation processes that affect their work. 相似文献
63.
The role of the information specialist in the systematic review process: a health information case study 总被引:1,自引:1,他引:0
There is an increasing body of literature on the information specialist's role in supporting evidence-based health care. In particular, the information component in systematic reviews has received considerable attention in recent years. Information professionals have evolved from simply acting as 'evidence locators' and 'resource providers' to being quality literature filterers, critical appraisers, educators, disseminators, and even change managers. This paper describes ten possible roles for information professionals in the systematic review process, using a case study of a review of the health information needs of visually impaired people carried out by the Centre for Health Information Management Research (CHIMR) at the University of Sheffield. This health information review was undertaken entirely by a team of information professionals. The ten roles identified are: project leader, project manager, literature searcher, reference manager, document supplier, critical appraiser, data extractor, data synthesiser, report writer and disseminator. This review has also identified an eleventh possible role for information professionals; that of primary researcher. Finally, the implications for evidence-based health care and evidence-based health informatics are discussed. 相似文献
64.
Ms Beverley L Jane 《Research in Science Education》1990,20(1):152-160
In Victoria, schools are adopting one common certificate, the VCE (Victorian Certificate of Education) which encompasses two
years of study (Years 11 and 12) and comprises 44 subject areas or Studies, each of one semester duration. Amongst the compulsory
subjects is Australian Studies (Units 1 and 2) with its focus on Work in Australian society. This paper discusses concerns
about the teaching of the compulsory subject Australian Studies in the new VCE. The purpose is to consider whether the science
and technology component in the Australian Studies course can raise the students’ level of scientific and technological literacy.
The discussion is based on one semester’s teaching experience of Year 11 Australian Studies and consequent reflections on
practice.
Specializations: science and technology teacher education, technology in the curriculum. 相似文献
65.
Bronwen Cowie Beverley Cooper 《Assessment in Education: Principles, Policy & Practice》2017,24(2):147-163
AbstractA number of trends are converging to drive the need for more informed teacher data use. These include advocacy for formative assessment and the need for teachers to account for student learning. In this context, assessment literacy and data literacy have emerged as a focus in research and professional development. Problematically, research signals that developing assessment/data literacy is challenging with evidence that teachers may not have mastered relevant aspects of mathematics and statistics. This paper reports lecturer, student teacher and school leader views of the role and requirements of data literacy using data from a larger study into how to foster student teacher mathematical thinking for the breadth of teacher professional work. Data were generated via interviews, surveys and document analysis. Findings suggest a concern and opportunity to develop assessment/data literacy as this calls on mathematical and statistical understanding. 相似文献
66.
Susan?D.?NickersonEmail author Gail?Moriarty 《Journal of Mathematics Teacher Education》2005,8(2):113-140
We describe an urban school initiative aimed at teachers’ professional development with the goal of increasing their mathematics content knowledge and helping them improve their practice. In the lowest performing schools, mathematics specialists were employed to teach only mathematics in upper-elementary grades (ages 9–12). One aspect of this initiative was a provision of time and space for the formation of site-based professional communities that were intended to support teachers in trying to implement changes in their practice. Teachers’ professional communities developed at some sites and not at others. In this analysis, we explore the conditions that afforded or constrained the development of teachers’ professional communities. Using two contrasting school sites as examples, we describe five aspects of the teachers’ individual and collective professional lives that influenced the emergence of teachers’ professional communities. 相似文献
67.
68.
This research was carried out over a period of ten months with children in Grades 2 and 3 (aged 7 and 8) who were participating
in a sequence of technology activities. Since the introduction into Victorian primary schools ofThe Technology Studies Framework P-10 (Crawford, 1988), more teachers are including technology studies in their classrooms and by so doing may assist children's
understanding of science concepts. Children are being exposed to science phenomena related to the technology activities and
Technology Studies may be a way of providing children with science experiences. ‘Technology Studies’ in this context refers
to children carrying out practical problem solving tasks which can be completed without any particular scientific knowledge.
Participation in the technology activities may encourage children to become actively involved, thereby facilitating an exploration
of the related science concepts. The project identified the importance of challenge in relation to the children's involvement
in the technology activities and the conference paper (available from the first author) discusses particular topics in terms
of the balance between cognitive/metacognitive and affective influences (Baird et al., 1990)
Specializations: science and technology education, interest and attitudinal change.
Specialization: technology in the primary school. 相似文献
69.
PROSPECTS - The COVID-19 pandemic is an emergency of an exceptional scale, with major impacts on education globally and with significant new challenges for education in existing humanitarian... 相似文献
70.
I know about lisp but how do i put it into practice? 总被引:1,自引:0,他引:1
This paper outlines some initial findings of the Learning in Science Project (Teacher Development) on the process of teacher
development with respect to implementing the findings of the previous Learning in Science Projects. The findings on course
components, the ‘pay-offs’ for the teachers, reflection and support for the change process are discussed as are the implications
of these for further research.
Specialisations: learning theories, curriculum development, equity issues, teacher development.
Specialisations: Teachers' knowledge, life histories. 相似文献