全文获取类型
收费全文 | 77篇 |
免费 | 0篇 |
专业分类
教育 | 58篇 |
科学研究 | 5篇 |
体育 | 3篇 |
文化理论 | 1篇 |
信息传播 | 10篇 |
出版年
2022年 | 1篇 |
2021年 | 1篇 |
2020年 | 1篇 |
2019年 | 2篇 |
2018年 | 6篇 |
2017年 | 2篇 |
2016年 | 5篇 |
2014年 | 1篇 |
2013年 | 16篇 |
2012年 | 1篇 |
2010年 | 3篇 |
2009年 | 2篇 |
2008年 | 2篇 |
2007年 | 2篇 |
2006年 | 2篇 |
2005年 | 3篇 |
2003年 | 1篇 |
2002年 | 1篇 |
2001年 | 1篇 |
2000年 | 3篇 |
1997年 | 1篇 |
1994年 | 2篇 |
1993年 | 1篇 |
1991年 | 2篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1971年 | 1篇 |
1936年 | 1篇 |
1826年 | 1篇 |
排序方式: 共有77条查询结果,搜索用时 15 毫秒
31.
In this paper we examine the way students are positioned in classrooms in terms of the binary power/powerlessness and its relation to other binaries such as teacher/student, white/black and competent/incompetent student. We show how those positioned in the marked non‐ascendant pair of each binary are assumed, from the perspective of ‘teaching‐as‐usual’ to be choosing (irrationally) their lesser status. We show how this can be read quite differently from a poststructuralist perspective and how such a reading makes visible the ways in which power and ascendant positionings are discursively achieved not only as ‘normal’ but as the way things really are and should be. It further makes visible the ways in which such discursive achievements are dependent on those who are positioned as the necessary other/outsider to the ascendant order. 相似文献
32.
This paper argues that the logic of neoliberal choice policy is typically blind to considerations of space and place, but inevitably impacts on rural and remote locations in the way that middle-class professionals view the opportunities available in their local educational markets. The paper considers the value of middle-class professionals’ educational capitals in regional communities and their problematic distribution, given that class fraction’s particular investment in choice strategies to ensure their children’s future. It then profiles the educational market in six communities along a transect between a major regional centre and a remote ‘outback’ town, using publicly available data from the Australian Government’s My School website. Comparison of the local markets shows how educational outcomes are distributed across the local markets and how dimensions of ‘choice’ thin out over the transect. Interview data offer insights into how professional families in these localities engage selectively with these local educational markets or plan to transcend them. The discussion reflects on the growing importance of educational choices as a marker of place in the competition between localities to attract and retain professionals to staff vital human services in their communities. 相似文献
33.
In 2005 a South Australian university inaugurated a new provision of higher education programs in a regional city. Previously, would-be university students in the area had only the options of off-campus study, moving away from home to become internal students, or not pursuing university studies at all. The initiative provided the opportunity to study the effects of the new university presence on its students, university staff and the wider community, and at the same time to learn much that would enable continuous improvement of the methods used in offering these programs. This article reports on the results from focus groups of students and staff, and a survey of the first cohort of students, part of the first stage of a longitudinal study. A combination of effort and collaboration has contributed to meeting community educational needs and aspirations. 相似文献
34.
Bronwyn Davies Ann Phoenix Yvette Taylor 《British Journal of Sociology of Education》2012,33(5):763-773
35.
Cath Laws Bronwyn Davies 《International journal of qualitative studies in education》2013,26(3):205-221
In this paper we enter into the debate about the place of poststructuralist theorising and its relation to educational and psychological practices. We argue against a definition of poststructuralist theory as generating inaction and as antithetical to concepts such as ''agency'' and ''choice''. We suggest that poststructuralist theory may well have powerful implications for practice and we illustrate this through a close examination of practices in regular schools and in a school for ''behaviourally disturbed'' children. We show that through making the constitutive force of discourse visible, it is possible to work with students in ways that make them recognisable as legitimate students. 相似文献
36.
Bronwyn Davies Elisabeth De Schauwer Lien Claes Katrien De Munck Inge Van De Putte Meggie Verstichele 《International journal of qualitative studies in education》2013,26(6):680-691
This paper opens the space of post-qualitative research through an exploration of how acts of recognition and non-recognition work on and through the bodies of individual subjects. Using stories generated in a collective biography workshop and drawing on concepts from Foucault and Butler, and also, in contrast, Barad and Deleuze, the paper explores the way these different epistemologies intra-act with ways of seeing/reading/being recognizable subjects. 相似文献
37.
ABSTRACTGiven urgent need for culturally competent early childhood educators and the strategic encouragement by colleges for students to travel internationally, this analysis focuses on the question: What is the relationship between international experiences and preservice early childhood educators’ cultural competence? More specifically, three questions were examined: 1) What theories are applied to explain this relationship? 2) What pedagogical strategies are most frequently used during international experiences to develop cultural competence among preservice educators? and 3) What evidence is provided that preservice educators changed (if at all) as a consequence of international experiences? PRISMA analysis of the literature from 2002 to 2016 revealed pedagogical strategies such as immersion and critical reflection led to preservice educators’ self-reports of gains in personal and professional growth, cultural awareness, cultural sensitivity, and cultural competence. Faculty using international travel to develop cultural competence should consider engaging preservice educators in higher order thinking assignments before, during, and after international experiences. 相似文献
38.
The study of jealousy is typically restricted to the examination of a third‐party threat to one's romantic relationship. In contrast to this rather narrow view, two studies were undertaken to examine the possibility (a) that individuals experience jealousy over a variety of issues, and (b) that jealousy‐of any type—occurs and is expressed in non‐romantic relationships such as cross‐sex friendship. The goal of Study I was to assess the realism of hypothetical situations representing six different types of jealousy suggested within the literature. These included: friend jealousy, arising from an individual's relationships with friends; family jealousy, arising from a partner's relationships with family members; activity jealousy, occurring when a partner is involved in activities such as school, work, or hobbies; power jealousy, arising from influence over a partner being lost to others; intimacy jealousy, arising when one feels that more advice is sought from or disclosed to others; and romantic jealousy, involving a (perceived) third‐party threat to a relationship's exclusive nature. In Study II, participants were presented with the finalized versions of these jealousy‐evoking scenarios and asked to imagine their cross‐sex friends engaging in such behavior. Respondents then rated the degree of jealousy‐related emotions they would experience in response to each situation and reported how they would express such jealousy. Results indicated that individuals’ emotional reactions and response modes differed according to the type of jealousy encountered. In particular, participants reported the most intense reactions to intimacy jealousy and felt that it was best dealt with by direct modes of communication. Implications of these findings for the study of jealousy in close relationships are discussed. 相似文献
39.
ABSTRACTWhile a number of studies have established the growing role impact PISA has had on national education policy, much less is known about the global-local recontextualization of policy transfer, and the role of national policy officials. Through interviews with key policy officials in Norway and New Zealand, the study revealed a growing cosmopolitanism in outlook in both countries with strong indications of changes made to respond to PISA data. However, officials also reasserted the strengths of their national education system and worked to enrich OECD understandings of educational quality. Theorizing through Bourdieu, the authors propose that the concept of cosmopolitan capital provides a useful analytical tool to explain increasingly outward and globally-oriented practices and dispositions held by policy officials within a global education policy field. 相似文献
40.
Bronwyn Davies Julie Edwards Susanne Gannon Cath Laws 《Asia-Pacific Journal of Teacher Education》2007,35(1):27-40
In this paper the authors analyse a university–school partnership that went awry. It was designed to develop a new set of philosophical principles to inform work with violent student behaviour in schools. The project brought together a team of researchers from the university and school sector with a strong record of examining and improving the management of behaviour in classrooms. The authors sought volunteer school‐based educators to work with them as co‐researchers. Despite the team's strong school‐based research background, the mutual interest in developing a new approach to work with violence, and the strong collaborative base, they found themselves, as the initiating research team, unable to progress in the ways they had anticipated. This paper analyses the dynamics at work in that lack of progress. The analysis is put forward with the hope of enlivening discussion about what makes for successful collaborative projects between schools and universities. 相似文献