全文获取类型
收费全文 | 221篇 |
免费 | 5篇 |
专业分类
教育 | 172篇 |
科学研究 | 3篇 |
各国文化 | 10篇 |
体育 | 15篇 |
信息传播 | 26篇 |
出版年
2020年 | 3篇 |
2019年 | 6篇 |
2018年 | 11篇 |
2017年 | 16篇 |
2016年 | 6篇 |
2015年 | 7篇 |
2014年 | 11篇 |
2013年 | 61篇 |
2012年 | 6篇 |
2011年 | 8篇 |
2010年 | 8篇 |
2009年 | 3篇 |
2008年 | 3篇 |
2007年 | 9篇 |
2006年 | 10篇 |
2005年 | 10篇 |
2004年 | 7篇 |
2003年 | 4篇 |
2002年 | 4篇 |
2001年 | 3篇 |
2000年 | 8篇 |
1999年 | 3篇 |
1998年 | 1篇 |
1997年 | 2篇 |
1996年 | 1篇 |
1995年 | 2篇 |
1993年 | 2篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1990年 | 2篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1978年 | 1篇 |
排序方式: 共有226条查询结果,搜索用时 31 毫秒
121.
Colleen McLaughlin 《European Journal of Education》2018,53(3):281-292
This article is about the relationship between everyday practice in schools and the development of agency. It examines two areas of current concern in which agency is seen to play a key role: young people's mental health or human flourishing and their development as citizens. The argument is made that the foundation stone of agency is self-efficacy and that related crucial attitudes and beliefs are learned in school. The role of agency in learning and its importance in young people's psychosocial development are discussed. The latter part of the article focuses upon how schools can become effectively agency orientated. 相似文献
122.
Dorene Ross Alyson Adams Elizabeth Bondy Nancy Dana Stephanie Dodman Colleen Swain 《Teaching and Teacher Education》2011,27(8):1213-1222
This qualitative study was designed to examine teachers’ and principals’ perceptions of the impact of a graduate program designed to prepare teacher leaders. Impact was investigated through interviews with 20 graduates and 6 principals. Using Mezirow’s concept of transformational learning, the study documents perceived transformation of teachers’ frames of reference: two related to teaching (adopt an inquiry stance; learn to view oneself as an autonomous professional), and two related to leadership (adopt a leadership stance; view student learning as a communal responsibility). The study includes implications for the design of graduate level teacher education programs to enhance their impact and effectiveness. 相似文献
123.
Sexual harassment is a highly troubling gendered phenomenon that plagues young women on a daily basis. The way in which sexual harassment is perceived and treated is varied and is largely based on racial and class stereotypes. This paper highlights the findings from a study in which a group of middle and high school teachers were interviewed and their perceptions of sexual harassment on their campuses were discussed. What was revealed throughout this study was the way in which many teachers’ notions of sexuality are conceptualised through their notions of class and race. This paper addresses how such racial and class stereotypes veil the sexual victimisation of many young women. 相似文献
124.
Significant barriers to using digital games in classrooms exist despite evidence to indicate digital games can enhance academic achievement. This qualitative, grounded theory study purports an interpretive understanding of the experiences of 13 Australian teachers who have used immersive digital games (IDGs) in the classroom. These teachers participated in in-depth, semi-structured interviews that were one to two hours in duration. A key finding of this study is that teachers who use IDGs in the classroom can experience varying degrees of alienation from their teaching colleagues. This paper presents a model of the process of ‘Feeling Alienated’ experienced by some educators using IDGs in their classrooms. It begins with ‘the lone believer’ teacher who has strong beliefs in the value of using IDGs for student learning. Resentment by some colleagues, curriculum and classroom concerns, and insufficient advocacy contribute to the lone believer feeling alienated. This leads the lone believer to minimise the impact of their use of IDGs. The study concludes that, whilst negative teacher attitudes towards the use of IDGs in the classroom persist, the potential impact of IDGs in the classroom will not be fully realised. 相似文献
125.
126.
Arthur R. Taylor Colleen Cool Nicholas J. Belkin William J. Amadio 《Information processing & management》2007
The process of information seeking involves a varied set of tasks and interactions. Exactly how the information seeker judges the relevance of what is retrieved has been a renewed area of interest in information retrieval studies. Various studies have identified facets or categories of relevance which go beyond simple topical relevance, and there has been some recent research on how these multi-dimensional concepts of relevance relate to the information seeking process. This study extends research on the relationship between multi-dimensional user relevance assignments and stage in the process of completing a task. Our results concur with and add detail to previous studies and suggest that users consistently identify relevance criteria beyond topical relevance. Our results also find a statistically significant relationship between the users’ stage in the search process and relevance categories chosen using the convenience sample chosen for this study. 相似文献
127.
128.
129.
Jacqueline P. Leighton Rebecca J. Gokiert M. Ken Cor Colleen Heffernan 《Assessment in Education: Principles, Policy & Practice》2010,17(1):7-21
Classroom teachers are in the front line of introducing students to formal learning, including assessments, which can be assumed to continue for students should they extend their schooling past the expected mandatory 12 years. The purpose of the present investigation was to survey secondary teachers’ beliefs of classroom and large‐scale tests for (a) providing information about students’ learning processes, (b) influencing meaningful student learning, and (c) eliciting learning or test‐taking strategies for successful test performance. Secondary teachers were surveyed because a majority of large‐scale tests are developed for secondary students (e.g., PISA, TIMSS). Results suggested that in comparison to large‐scale tests teachers believe classroom tests provide more information about student learning processes, are more likely to influence meaningful student learning, and are more likely to require learning over test‐taking strategies. The implications of these results for assessment literacy are explored. 相似文献
130.
Children's lead and pesticide exposures are used as examples to examine social disparities in exposure reduction efforts as well as environmental policies impacting children in poverty and minority children. The review also presents an estimate of the effect of social disparities in lead exposure on standardized test performance. Because including measures of pollutants with potential behavioral effects can alter the observed effects of race/ethnicity, income, and other variables, suggestions are made for including measures of pollutants in longitudinal studies and studies of multiple and cumulative risk. Continued basic research on developmental correlates and effects of pollution exposure, participatory action-research with at-risk and underrepresented populations, and contributions to public awareness and education are important leadership areas for developmental researchers. 相似文献