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101.
Children, Power and Schooling. How Childhood is Structured in the Primary School By Dympna Devine Trentham Books Ltd. 2003, ISBN: 1 85856 271 6 (pbk) 相似文献
102.
Danielle Rhodes Quentin A. Fogg Michelle D. Lazarus 《Anatomical sciences education》2018,11(4):410-426
Worldwide there is a growing reliance on sessional teachers in universities. This has impacted all disciplines in higher education including medical anatomy programs. The objective of this review was to define the role and support needs of sessional anatomy teachers by reporting on the (1) qualifications, (2) teaching role, (3) training, and (4) performance management of this group of educators. A systematic literature search was conducted on the 27 July 2017 in Scopus, Web of Science, and several databases on the Ovid, ProQuest and EBSCOhost platforms. The search retrieved 5,658 articles, with 39 deemed eligible for inclusion. The qualifications and educational distance between sessional anatomy teachers and their students varied widely. Reports of cross‐level, near‐peer and reciprocal‐peer teaching were identified, with most institutes utilizing recent medical graduates or medical students as sessional teachers. Sessional anatomy teachers were engaged in the full spectrum of teaching‐related duties from assisting students with cadaveric dissection, to marking student assessments and developing course materials. Fourteen institutes reported that training was provided to sessional anatomy teachers, but the specific content, objectives, methods and effectiveness of the training programs were rarely defined. Evaluations of sessional anatomy teacher performance primarily relied on subjective feedback measures such as student surveys (n = 18) or teacher self‐assessment (n = 3). The results of this systematic review highlight the need for rigorous explorations of the use of sessional anatomy teachers in medical education, and the development of evidence‐based policies and training programs that regulate and support the use of sessional teachers in higher education. Anat Sci Educ 11: 410–426. © 2017 American Association of Anatomists. 相似文献
103.
Bart Rienties Natasa Brouwer Katerina Bohle Carbonell Danielle Townsend Anne-Petra Rozendal Janneke van der Loo 《欧洲师范教育杂志》2013,36(4):480-495
Higher education institutions should provide adequate training for teachers in order to increase their awareness of the complex interplay between technology, pedagogy and the cognitive knowledge in their disciplines. However, research has shown that providing effective staff development from teacher educators to support these teachers’ skills is not straightforward. An online teacher training programme created and implemented by a team of 14 teacher educators in a cross-institutional programme in the Netherlands was followed by 67 teachers. Data were gathered using a TPACK (Technological, Pedagogical, Content Knowledge) instrument in a pre-post test design. Furthermore, (perceived) learning satisfaction was measured in order to determine whether the design was appropriate. The results indicate that the teachers’ TPACK skills increased substantially. Furthermore, most participants were positive about the design and implementation of the online professionalisation programme. Nonetheless, not all teachers were able to effectively learn in this context, requiring further fine-tuning and research. 相似文献
104.
Danielle D. Wadsworth Leah E. Robinson Karen Beckham Kip Webster 《Early Childhood Education Journal》2012,39(6):391-395
Engaging in moderate-to-vigorous physical activity is essential to lifelong health and wellness. Physical activity behaviors
established in early childhood relate to physical activity behaviors in later years. However, research has shown that children
are adopting more sedentary behaviors. Incorporating structured and planned physical activity breaks into classroom transition
times is an inexpensive and effective technique to increase children’s physical activity during school hours. However, this
approach has not been studied in preschool settings. The purpose of this paper is to provide a simple, cost-effective method
that incorporates structured physical activity into the preschool curriculum through classroom based physical activity breaks.
Results of a case study along with an overview of the implementation of physical activity breaks are discussed. 相似文献
105.
Measuring deep, reflective comprehension and learning strategies: challenges and successes 总被引:1,自引:0,他引:1
Danielle S. McNamara 《Metacognition and Learning》2011,6(2):195-203
There is a heightened understanding that metacognition and strategy use are crucial to deep, long-lasting comprehension and
learning, but their assessment is challenging. First, students’ judgments of what their abilities and habits and measurements
of their performance often do not match. Second, students tend to learn and comprehend differently depending on the subject
matter, contexts, goals, and tasks. As a consequence, a student may appear to use deep, reflective strategies in one situation,
and fail to do so in other circumstances. Third, it is generally assumed that strategy use (metacognition, metacomprehension)
are separable constructs from the underlying skills germane to the target task. The studies described in this issue draw attention
to the potential challenges to developing a pure (separable) measure of strategy use that is also reliable, valid, and contextualized. 相似文献
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We tested whether the development of inhibitory strength, as measured by a summation test, is proportional to the strength
of the positive cue (P) against which the inhibitory cue (I) is trained. P predicted the outcome, whereas the co-occurrence
of P with I (PI) predicted no outcome. In Experiments 1, 2, and 3, we compared the latter design against a version in which
P was overshadowed by another cue (X). In this design, the compound PoX predicted the outcome, but PoIo predicted no outcome. In all three experiments, overshadowed cue Io was less inhibitory than I. In Experiment 4, a P produced by fewer training trials also supported weaker inhibitory learning.
Overall, the results were consistent with associative learning theories, especially Pearce’s (1994) configural model. Contingency
models need to make additional assumptions to accommodate this property of inhibitory learning. 相似文献
108.
Christopher DeLuca Danielle LaPointe-McEwan Ulemu Luhanga 《Educational Assessment》2016,21(4):248-266
Teacher assessment literacy has become a central priority across many educational systems in North America and elsewhere in response to growing accountability demands. Although many scholars have aimed to measure teacher assessment literacy, recent research has identified that current assessment literacy instruments do not fully reflect current transformations in the assessment landscape and remain predicated on dated standards for teacher classroom assessment practice. Given significant shifts in classroom assessment over the past 20 years, the purpose of this article is to construct a reliable instrument reflective of contemporary assessment practices and contexts. Specifically, this article describes our instrument development process including construct validation and reliability testing with more than 400 teachers. The result of this research is the Approaches to Classroom Assessment Inventory, which can be used by researchers and practitioners to support teacher assessment literacy in relation to the current accountability framework evident across educational systems. 相似文献
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