全文获取类型
收费全文 | 342篇 |
免费 | 4篇 |
专业分类
教育 | 241篇 |
科学研究 | 24篇 |
各国文化 | 4篇 |
体育 | 43篇 |
文化理论 | 10篇 |
信息传播 | 24篇 |
出版年
2023年 | 3篇 |
2022年 | 11篇 |
2021年 | 15篇 |
2020年 | 14篇 |
2019年 | 22篇 |
2018年 | 23篇 |
2017年 | 27篇 |
2016年 | 18篇 |
2015年 | 18篇 |
2014年 | 23篇 |
2013年 | 68篇 |
2012年 | 20篇 |
2011年 | 13篇 |
2010年 | 12篇 |
2009年 | 10篇 |
2008年 | 9篇 |
2007年 | 5篇 |
2006年 | 4篇 |
2005年 | 7篇 |
2004年 | 6篇 |
2003年 | 1篇 |
2002年 | 6篇 |
2001年 | 2篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1996年 | 2篇 |
1994年 | 1篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1988年 | 1篇 |
1986年 | 1篇 |
排序方式: 共有346条查询结果,搜索用时 31 毫秒
301.
Alves João Carvalho Luísa Carvalho Renato Correia Florbela Cunha Jorge Farinha Luís Fernandes Joana Ferreira Manuela Lucas Eugénio Mourato Joaquim Nicolau Ana Nunes Sara Nunes Sandra Oliveira Pedro Pereira Cristina Pinto Sandra Silva José 《Tertiary Education and Management》2015,21(2):81-98
Tertiary Education and Management - Higher education institutions and, particularly, polytechnic institutes in Portugal are, generally speaking, recognized as the key stakeholders in regional... 相似文献
302.
Ileana Enesco Purificación Rodríguez Mª Oliva Lago Cristina Dopico Ana Escudero 《European Journal of Psychology of Education - EJPE》2017,32(3):483-500
This study addresses the influence of schoolteachers’ testimonies on children’s conceptions about unconventional correct counts or pseudoerrors. A total of 158 kindergarteners and second graders were individually interviewed: Fifty children participated in the baseline group (to determine their judgments about pseudoerrors without the presence of informants), and 108 children participated in the experimental group. There were two sessions—2 weeks apart—for the experimental group: in session 1, children faced the conflicting claims provided by three teachers vs. a dissident teacher about the correctness of different pseudoerrors made by the characters of a computer game. The participants had to decide which of the informants was right, providing a rationale for their choice. In session 2, children evaluated the same types of pseudoerrors but in absence of informants (similar to the baseline group procedure). We assessed the relative influence of the majority, and whether the presentation of teachers’ controversial judgments improved children’s understanding of counting. The findings revealed that children’s own ideas prevailed over the pressure of the majority: at both ages, children tended to endorse claims that considered pseudoerrors as incorrect counts, regardless of the source of information (majority or dissenter), and their tendency to reject pseudoerrors remained firm in session 2. Overall, results from the experimental and the baseline groups suggest that children’s adherence to the conventional rules of counting is strong and little susceptible to influence and revision. We discuss the educational implications of these findings as well as the limitations of the experimental paradigm used in this and other studies in the field of testimony. 相似文献
303.
Marleen van Polanen Cristina Colonnesi Louis W. C. Tavecchio 《Early education and development》2017,28(5):559-571
Outcomes of studies with exclusively or predominantly female caregivers suggest that boys in child care are involved with interactions, attachment relationships, and care of lower quality than girls. We investigated to what extent child gender (N = 38, 19 boys) and caregiver gender (N = 38, 19 males) is associated with child–caregiver interactions and attachment relationships. Children’s involvement and caregivers’ sensitive and stimulation behaviors were observed using systematic observations of semistructured play. Children’s secure attachment with caregivers was observed using the Attachment Q-Sort. Research Findings: Male and female caregivers showed similar sensitive behaviors toward boys and girls, and children had similar levels of secure attachment with male and female caregivers. Female caregivers had a tendency to stimulate boys more than girls, and this behavior was associated with a lower secure attachment in boys. Girls’ involvement with the caregiver was associated with male and female caregivers’ sensitive behavior and with male but not female caregivers’ stimulation. Conversely, boys’ involvement with the caregiver was elicited by sensitive but not stimulating behavior of male caregivers but not by female caregivers. Practice or Policy: Boys and girls can have equally positive interactions and attachment relationships with both male and female caregivers. 相似文献
304.
Milica Nikolić Lisa van der Storm Cristina Colonnesi Eddie Brummelman Kees Jan Kan Susan Bögels 《Child development》2019,90(4):1424-1441
Why are some children more socially anxious than others? One theory holds that socially anxious children are poor mindreaders, which hampers their social interactions; another that socially anxious children are advanced mindreaders leading to heightened self-consciousness in social situations. To test these theories simultaneously, this study (N = 105, ages 8–12) assessed children's mindreading (accuracy in detecting mental states from the eye region), self-consciousness (indexed as physiological blushing during public performance), and social anxiety levels. Results support both theories, showing a quadratic relation between mindreading and social anxiety. Low mindreading was related to clinical levels of social anxiety. High mindreading was related to subclinical levels of social anxiety through blushing. Our findings suggest two social-cognitive pathways to heightened social anxiety. 相似文献
305.
Cristina Costa Ciaran Burke Mark Murphy 《International Journal of Research & Method in Education》2019,42(1):19-32
Bourdieu’s career long endeavour was to devise both theoretical and methodological tools that could apprehend and explain the social world and its mechanisms of cultural (re)production and related forms of domination. Amongst the several key concepts developed by Bourdieu, habitus has gained prominence as both a research lens and a research instrument useful to enter individuals’ trajectories and ‘histories’ of practices. While much attention has been paid to the theoretical significance of habitus, less emphasis has been placed on its methodological implications. This paper explores the application of the concept of habitus as both theory and method across two sub-fields of educational research: graduate employment and digital scholarship practices. The findings of this reflexive testing of habitus suggest that bridging the theory-method comes with its own set of challenges for the researcher; challenges which reveal the importance of taking the work of application seriously in research settings. 相似文献
306.
307.
Cristina Sin Orlanda Tavares Alberto Amaral 《Assessment & Evaluation in Higher Education》2017,42(6):860-871
The paper analyses the impact of programme accreditation in Portugal further to the operations of the Agency for Assessment and Accreditation of Higher Education, which were initiated in 2009. Tracking the evolution of study programmes, the paper found that, out of the initial 5262 programmes on offer in 2009/2010, 40% have been either discontinued or not accredited as of July 2015. The analysis revealed differences between the private and the public sectors, with higher proportions of discontinuations and closures in the former. For the discipline with the highest percentage of non-accredited programmes (Law), the main reasons for denied accreditation were analysed. The identified reasons were related to a lack of academic quality, for example, the programmes’ lack of compliance with legal requirements regarding teaching staff qualifications and full-time employment, the blurred identity of programmes, undifferentiated between university and polytechnic sectors, or curricular inconsistencies. The paper suggests that the identified reasons are likely to be symptomatic of the quality shortcomings in the provision of higher education programmes in Portugal. The data provide evidence that programme accreditation has had a powerful impact, reducing the number of programmes, increasing the number of PhD holders among teaching staff and raising institutional awareness of quality. 相似文献
308.
Our aim was to assess the impact of an invented spelling programme conducted in small groups on children’s written language acquisition in Portuguese. We expected the experimental group to have better post-test results than the control group in spelling and reading. Participants were 160 preschool-age children who were randomly divided into an experimental and a control group. Their age, cognitive ability, knowledge of letters and phonological abilities were controlled. Children’s spelling and reading were evaluated in a pre- and a post-test. In-between, experimental group participated in an invented spelling programme in small groups and the control group in story readings. The experimental group showed better results in spelling and reading in the post-test than the control one. Different dynamics occurred in the small groups which had different impacts on children’s acquisitions. These results provide empirical support for the proposal that invented spelling should be incorporated into early literacy instruction. 相似文献
309.
Portugal, like many other countries, faces obstacles regarding school-based sexuality education. This paper explores Portuguese schools’ approaches to implementing sexuality education at a local level, and provides a critical analysis of potential strengths and weaknesses. Documents related to sexuality education in a convenience sample of 89 schools were analysed and findings confirm both the results of the few existing Portuguese studies on the subject and commonalities in sexuality education between Portugal and other European countries. These include strengths, such as the existence of teams in charge of sexuality education in schools and the provision of resources, but also weaknesses, such as too heavy a focus on health-related issues, difficulties in cross-curricular teaching, low levels of community participation and poor-quality evaluation. Findings point to the need for a greater sharing of information and good practice between countries, and the need for clearer guidelines. Suggestions are made for improving the quality of sexuality education in Portuguese schools. 相似文献
310.
Cristina Moral Lina Higueras-Rodríguez Ana Martín-Romera Estefanía Martínez- Valdivia Amelia Morales-Ocaña 《International Journal of Leadership in Education》2020,23(2):107-130
ABSTRACTThis paper investigates the evolution of leadership for learning that has occurred in four secondary schools located in disadvantaged contexts in the province of Granada (Spain) over a period of 2 years, performing a comparative analysis on the values, qualities and strategies that characterize their principals during the academic years 2013–2014 and 2015–2016. The investigation uses case studies and conducts interviews with principals, teachers and education administrators. It is supported by the group-case method, as well as the longitudinal prospective method. The results show that only one of these principals has maintained a leadership aimed at learning and achievement of all students in the school, at the same time as students’ academic results have been improving. This paper concludes by providing information on values, qualities and strategies of successful leadership in disadvantaged contexts in Spain that distinguish them from other less successful leaders. 相似文献