全文获取类型
收费全文 | 303篇 |
免费 | 5篇 |
国内免费 | 2篇 |
专业分类
教育 | 259篇 |
科学研究 | 3篇 |
各国文化 | 5篇 |
体育 | 13篇 |
文化理论 | 2篇 |
信息传播 | 28篇 |
出版年
2021年 | 5篇 |
2020年 | 10篇 |
2019年 | 8篇 |
2018年 | 12篇 |
2017年 | 19篇 |
2016年 | 14篇 |
2015年 | 12篇 |
2014年 | 11篇 |
2013年 | 69篇 |
2012年 | 9篇 |
2011年 | 8篇 |
2010年 | 8篇 |
2009年 | 9篇 |
2008年 | 7篇 |
2007年 | 7篇 |
2006年 | 7篇 |
2005年 | 9篇 |
2004年 | 7篇 |
2003年 | 5篇 |
2002年 | 3篇 |
2001年 | 3篇 |
2000年 | 3篇 |
1999年 | 3篇 |
1997年 | 3篇 |
1996年 | 5篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1992年 | 4篇 |
1991年 | 3篇 |
1989年 | 2篇 |
1988年 | 4篇 |
1987年 | 3篇 |
1984年 | 2篇 |
1983年 | 2篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1979年 | 2篇 |
1978年 | 4篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1974年 | 1篇 |
1973年 | 2篇 |
1972年 | 1篇 |
1971年 | 1篇 |
1970年 | 1篇 |
1969年 | 2篇 |
1968年 | 1篇 |
1967年 | 2篇 |
1965年 | 1篇 |
排序方式: 共有310条查询结果,搜索用时 15 毫秒
61.
62.
The terms ‘primary education’ and ‘primary schools’ were in use long before 1945. However, it was not until 1 April 1945 that primary education became the first of three statutory stages of the English education system. At that time, primary education faced an uncertain future because of the enormous problems it had inherited from the elementary school tradition. This article charts the early challenges that were faced during the years of World War II and immediate post-war period. 相似文献
63.
Perceived benefits and barriers to the use of high-speed broadband in Ireland's second-level schools
As part of Ireland's National Digital Strategy, high-speed broadband is being rolled out to all second-level schools to support greater use of information and communication technology (ICT) in education. This programme signals a move from slow and unreliable broadband connections for many schools to a guaranteed high-speed connection with technical support. Theoretically, this should allow for behaviours and pedagogies to adapt, incorporating ICT into education. Research shows that integrating ICT into teaching and learning is a gradual process for most teachers and is influenced by a complex mix of socio-technical factors. Our data set consists of survey data from teachers and principals from a sample of second-level schools. The survey collected factual and attitudinal variables including attitudes towards ICT integration, current availability of infrastructure and barriers to ICT use, before schools received high-speed broadband connectivity. We examine the factors influencing teachers’ attitudes to ICT and their perceived barriers in adopting new technologies in their day-to-day teaching. Analysis of this baseline period is essential in an iterative digital strategy, informing future strategies, targeting policy most effectively and achieving policy objectives. While attitudes towards the potential of high-speed broadband and use of ICT are consistently positive across sub groups of schools and teachers, perceived barriers to ICT usage differ. 相似文献
64.
65.
66.
Bryan J. Hains Gary L. Hansen Ronald J. Hustedde 《Cultural Studies of Science Education》2017,12(1):199-210
It can be argued that agricultural science is one of the original forms of science education. However, over the past century, agricultural science education has habitually been perceived as an educational venue meant solely for production agriculturalists. When examining modern agricultural education we find it to be a minority within the broader field of science education, contradicting its historically stout scientific standing within the sciences. This educational shift leaves one to ponder the historic development of contemporary agricultural education. To gain deeper insight into these questions we reviewed the historical evolution of agricultural education within the United States. We then examined the professional habitus, or cultural nuances, associated with contemporary agricultural education. Next, we considered potential outcomes associated with the profession embracing post-modern perspectives within mainstream science and community-based education. Finally, we call for critical venues within agriculture education to question the status quo and challenge the acceptance of commonly held views. 相似文献
67.
Henderson J. Bryan Zillmer Nicole Holton April Weiner Steven Greenwald Eric Goss Megan Lopez M. Lisette Morales Christina Pearson P. David McNeill Katherine L. 《Journal of Science Education and Technology》2021,30(6):803-815
Journal of Science Education and Technology - We present lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence... 相似文献
68.
Kim Watty Mark Freeman Bryan Howieson Phil Hancock Brendan O’Connell Paul de Lange 《Assessment & Evaluation in Higher Education》2014,39(4):461-478
Evidencing student achievement of standards is a growing imperative worldwide. Key stakeholders (including current and prospective students, government, regulators and employers) want confidence that threshold learning standards in an accounting degree have been assured. Australia’s new higher education regulatory environment requires that student achievements are benchmarked against intended programme learning outcomes, guided by published disciplinary standards and a national qualifications framework, and against other higher education providers. Here, we report on a process involving academics from 10 universities, aided by professional practitioners, to establish and equip assessors to reliably assure threshold learning standards in accounting that are nationally comparable. Importantly, we are learning more about how standards are interpreted. Based on the premise that meaning is constructed from tacit experiences, social interactions and intentional reflection on explicit information, we report outcomes of three multi-part calibration interventions, situated around judgements of the quality of the written communication skills exhibited in student work and their related assessment tasks. Qualitative data from 30 participants in the calibration process suggest that they perceive that the process both assists them both in developing a shared understanding of the accounting threshold learning standards and in the redesign of assessment tasks to more validly assess the threshold learning standards. 相似文献
69.
Brendan O’Connell Paul De Lange Mark Freeman Phil Hancock Anne Abraham Bryan Howieson 《Assessment & Evaluation in Higher Education》2016,41(3):331-349
Reliable, consistent assessment process that produces comparable assessment grades between assessors and institutions is a core activity and an ongoing challenge with which universities have failed to come to terms. In this paper, we report results from an experiment that tests the impact of an intervention designed to reduce grader variability and develop a shared understanding of national threshold learning standards by a cohort of reviewers. The intervention involved consensus moderation of samples of accounting students’ work, with a focus on three research questions. First, what is the quantifiable difference in grader variability on the assessment of learning outcomes in ‘application skills’ and ‘judgement’? Second, does participation in the workshops lead to reduced disparity in the assessment of the students’ learning outcomes in ‘application skills’ and ‘judgement’? Third, does participation in the workshops lead to greater confidence by reviewers in their ability to assess students’ skills in application skills and judgement? Our findings suggest consensus moderation does reduce variability across graders and also builds grader confidence. 相似文献
70.