全文获取类型
收费全文 | 197篇 |
免费 | 2篇 |
专业分类
教育 | 155篇 |
科学研究 | 10篇 |
各国文化 | 3篇 |
体育 | 23篇 |
信息传播 | 8篇 |
出版年
2022年 | 3篇 |
2021年 | 1篇 |
2020年 | 1篇 |
2019年 | 8篇 |
2018年 | 8篇 |
2017年 | 2篇 |
2016年 | 9篇 |
2015年 | 7篇 |
2014年 | 7篇 |
2013年 | 44篇 |
2012年 | 5篇 |
2011年 | 7篇 |
2010年 | 5篇 |
2009年 | 5篇 |
2008年 | 6篇 |
2007年 | 3篇 |
2006年 | 5篇 |
2005年 | 3篇 |
2004年 | 7篇 |
2003年 | 4篇 |
2002年 | 8篇 |
2000年 | 1篇 |
1999年 | 2篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1996年 | 4篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1991年 | 4篇 |
1990年 | 1篇 |
1989年 | 2篇 |
1988年 | 4篇 |
1987年 | 3篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 4篇 |
1982年 | 4篇 |
1981年 | 4篇 |
1980年 | 4篇 |
1979年 | 2篇 |
排序方式: 共有199条查询结果,搜索用时 0 毫秒
121.
122.
This paper explores the nature and quality of the participation that characterises the Bank's consultations with external actors and examines the extent to which the Bank is responsive to such feedback when it comes to defining its policy preferences and strategies in the education domain. It draws on a case study of the participatory process that was organised around the definition of the last World Bank Education Strategy (WBES2020) and focuses on the participation of three European aid agencies, the Ministry of Foreign Affairs of the Netherlands, Germany's Federal Ministry for Economic Cooperation and Development and the Department for International Development of the UK. This paper acknowledges that a significant effort was made to promote the inclusiveness and transparency of the participatory process, yet it concludes that the conditions for promoting quality participation and substantive policy change were not provided. Furthermore, the way international aid agencies produce and use knowledge limits their role and influence in the context of the Bank's consultations. Hence, by not contesting the Bank's policy ideas substantially, the agencies contribute inadvertently to reproducing the Bank's predominance in the education for development field. 相似文献
123.
Brent Cuthbertson Teresa L. Socha Tom G. Potter 《Journal of Adventure Education & Outdoor Learning》2004,4(2):133-144
The outdoor education experience continues to be influenced by a proliferation of modern technological innovations, most of which have been accepted and even embraced by educators with little inquiry. Seldom do instructors of outdoor programmes consider the impact that modern techniques and equipment can have upon students' learning. This paper argues that in an unexamined adoption of this technology, some of the potential positive impacts for participants can be compromised, including a direct and meaningful connection to the natural world. As such, modern technology has become a possible mediating influence for participants in outdoor education programmes. The paper examines some of the pedagogical issues of modern technology as a mediator of experience as well as several elements of educating in the outdoors with traditional technology. Woven into the discussion is the question of whether modern technology encourages more people to become involved in outdoor activities or merely works toward the separation of humans from the rest of nature. 相似文献
124.
Garone Anja Bruggeman Bram Philipsen Brent Pynoo Bram Tondeur Jo Struyven Katrien 《Education and Information Technologies》2022,27(6):7599-7628
Education and Information Technologies - Successful implementation of blended learning initiatives requires careful planning and consideration of multidimensional factors. Focusing on evaluation... 相似文献
125.
Brent Alsop 《Learning & behavior》1987,15(2):110-114
Six pigeons were trained on a multiple-concurrent schedule. During both multiple-schedule components, two response keys were available. In Component 1, responses to the left key were reinforced on a variable-interval 45-sec schedule, whereas responses to the right key were not reinforced. In Component 2, these contingencies were reversed. Following each reinforcer, the component next presented was chosen randomly with equal probability. The two components were differentially signaled by presentation of various stimuli during Component 1. Over the course of the experiment, these stimuli were various intensities of light, a noise, and various fluctuating and static magnetic fields. While subjects showed good discrimination of the light and noise stimuli, no stimulus control using the magnetic fields was obtained. 相似文献
126.
Brent D. Maher 《History of education quarterly》2016,56(2):301-330
The National Defense Education Act (NDEA) of 1958 was the first federal investment in low‐interest student loans and became a precedent for expansion of student loans in the Higher Education Act of 1965. In its controversial loyalty provisions, the NDEA required loan recipients to affirm loyalty to the U.S. government. Between 1958 and 1962, thirty‐two colleges and universities refused to participate or withdrew from the NDEA loan program, arguing that the loyalty provisions unfairly targeted students and violated principles of free inquiry. This essay argues that debate over the loyalty provisions fractured a partnership between progressives who favored general aid to education and conservatives who supported short‐term investment for defense purposes. Although debates over the NDEA loyalty requirements seem specific to the Cold War, a close examination of the arguments illuminates their alignment with long‐standing ideological conflicts over legitimacy of federal aid to higher education. 相似文献
127.
Mathematics-for-Teaching: an Ongoing Investigation of the Mathematics that Teachers (Need to) Know 总被引:1,自引:0,他引:1
In this article we offer a theoretical discussion of teachers' mathematics-for-teaching, using complexity science as a framework
for interpretation. We illustrate the discussion with some teachers' interactions around mathematics that arose in the context
of an in-service session. We use the events from that session to illustrate four intertwining aspects of teachers' mathematics-for-teaching.
We label these aspects “mathematical objects,” “curriculum structures,” “classroom collectivity,” and “subjective understanding”.
Drawing on complexity science, we argue that these phenomena are nested in one another and that they obey similar dynamics,
albeit on very different time scales. We conjecture (1) that a particular fluency with these four aspects is important for
mathematics teaching and (2) that these aspects might serve as appropriate emphases for courses in mathematics intended for
teachers. 相似文献
128.
This writing is structured around the question, "What is teaching?" Drawing on complexity science, we first seek to demonstrate the tremendously conflicted character of contemporary discussions of teaching. Then we offer two examples of teaching that we use to illustrate the assertion that what teaching is can never be reduced to or understood in terms of what the teacher does or intends. Rather, teaching must be understood in terms of its complex contributions to new, as-yet-unimaginable collective possibilities. 相似文献
129.
Barry Gholson Amy Witherspoon Brent Morgan Joshua K. Brittingham Robert Coles Arthur C. Graesser Jeremiah Sullins Scotty D. Craig 《Instructional Science》2009,37(5):487-493
This paper tested the deep-level reasoning questions effect in the domains of computer literacy between eighth and tenth graders
and Newtonian physics for ninth and eleventh graders. This effect claims that learning is facilitated when the materials are
organized around questions that invite deep-reasoning. The literature indicates that vicarious learners in college student
populations show greater pretest to posttest learning gains when presented with deep-level reasoning questions before each
content sentence, than when deep-level questions are omitted, or when learners interact with an intelligent tutoring system.
This effect holds for vicarious learners across grade levels and domains. 相似文献
130.
Brent C. Elder Kenneth O. Odoyo 《International journal of qualitative studies in education》2018,31(4):293-311
In this project, we examined the development of a sustainable inclusive education system in western Kenya by combining community-based participatory research (CBPR) and decolonizing methodologies. Through three cycles of qualitative interviews with stakeholders in inclusive education, participants explained what they saw as foundational components of how to create more inclusive primary school classrooms utilizing existing school and community resources. The combination of CBPR and decolonizing methodologies, along with other project factors ultimately led to more inclusive placements for primary students with disabilities. We highlight this increase enrollment of students with disabilities in primary schools with excerpts from qualitative interviews with participants. In addition to the increase of the number of students with disabilities accessing schools for the first time, we found many methodological tensions inherent in this research. Such challenges included: researcher positionality, researcher outsider status, decolonizing approaches to language, and disseminating results in meaningful, ethical, and culturally appropriate ways. 相似文献