全文获取类型
收费全文 | 532篇 |
免费 | 35篇 |
专业分类
教育 | 418篇 |
科学研究 | 19篇 |
各国文化 | 35篇 |
体育 | 23篇 |
文化理论 | 4篇 |
信息传播 | 68篇 |
出版年
2022年 | 7篇 |
2021年 | 6篇 |
2020年 | 11篇 |
2019年 | 14篇 |
2018年 | 31篇 |
2017年 | 27篇 |
2016年 | 30篇 |
2015年 | 21篇 |
2014年 | 22篇 |
2013年 | 111篇 |
2012年 | 13篇 |
2011年 | 14篇 |
2010年 | 10篇 |
2009年 | 13篇 |
2008年 | 12篇 |
2007年 | 9篇 |
2006年 | 7篇 |
2005年 | 11篇 |
2004年 | 7篇 |
2003年 | 14篇 |
2002年 | 9篇 |
2001年 | 8篇 |
2000年 | 16篇 |
1999年 | 7篇 |
1998年 | 4篇 |
1997年 | 11篇 |
1996年 | 10篇 |
1995年 | 8篇 |
1994年 | 5篇 |
1993年 | 5篇 |
1992年 | 5篇 |
1991年 | 6篇 |
1990年 | 8篇 |
1989年 | 9篇 |
1988年 | 3篇 |
1987年 | 7篇 |
1986年 | 5篇 |
1985年 | 5篇 |
1984年 | 6篇 |
1983年 | 4篇 |
1982年 | 4篇 |
1981年 | 2篇 |
1980年 | 3篇 |
1979年 | 5篇 |
1978年 | 3篇 |
1972年 | 2篇 |
1971年 | 2篇 |
1928年 | 2篇 |
1926年 | 3篇 |
1859年 | 2篇 |
排序方式: 共有567条查询结果,搜索用时 15 毫秒
91.
Susan Murphy Dativa Shilla Consolata Chua Christina Raphael Niamh O'Rourke Molly Middlehurst-Schwartz 《比较教育学》2019,55(2):264-280
ABSTRACTGender norms and learned practices of student teachers can influence their performance in practice, either fixing or challenging, gendered social norms and expectations. This paper shares the findings of a multi-year mixed-methods research project that explored the understandings of gender norms and experiences of students and staff within a large teacher-training college in Tanzania. Data was collected to inform a wider gender mainstreaming initiative across the institution. Using a blend of quantitative and qualitative methods, the findings identified a strict and rigid gender binary which seemed to inform attitudes and practices of teaching and learning. Furthermore, it uncovered heterogeneous forms of gendered domination that were experienced by staff and pupils within the institution. The findings suggest that stand-alone ‘female only’ gender mainstreaming strategies may not be sufficient to achieve a gender equitable environment within the institution. Rather, it suggests that a whole-of-community approach is necessary to unravel deep-rooted biases and to tackle diverse forms of domination that affect different members of the college community in different ways. Such findings are particularly important in light of the epistemic power that is conferred on teacher-graduates and that is transferred through teaching practices to communities across Tanzania. 相似文献
92.
This paper sets out to outline current discussions in Ireland around teachers being responsible for assessing their own students’ work, and the subsequent impact such a perspective is having (or not) on the delivery and assessment of physical education in Ireland. Our intention is to contribute to assessment considerations, while acknowledging the nuances of the Irish education context, and the positioning of physical education within such nuances. This discussion is particularly timely given the very recent endorsement for the introduction of the new Leaving Certificate Physical Education as a full optional subject. We begin by discussing more specifically assessment in Irish primary and post-primary schools, drawing attention to the limited Irish assessment-related research being conducted in both contexts. We then explore assessment developments related to Irish primary physical education and post-primary physical education and compare the extent to which such developments are limited in comparison to international assessment interests and practices in physical education. We conclude with suggestions related to studying (pre-service) teachers’ and students’ exposure to assessment in order to understand how we could alter the balance of assessment purposes and uses in Irish schools. 相似文献
93.
94.
Andria Andiliou Crystal M. Ramsay P. Karen Murphy Jerel Fast 《Contemporary educational psychology》2012
The proliferation of new forms of media has given way to a multitude of new text structures, particularly texts designed to alter the receiver’s perspectives. Yet, little is known about the ways in which these novel text structures alter the characteristics of the receiver including one’s knowledge and beliefs. As such, the purpose of this multi-phase investigation was to explore the persuasion process when students read a persuasive message with an intratextual structure. Intratextual persuasion refers to a text structure in which two one-sided texts are presented together as a single message. As a result of reading an intratextual persuasive message, students’ perceived knowledge increased, and their topic beliefs strengthened differentially based upon students’ position on the controversial issue. Moreover, participants judged the characteristics of the overall commentary similarly, but they rated the characteristics of the two opposing texts differentially based on their position. Implications for research and instruction pertaining to persuasive texts with complex argument structure are forwarded. 相似文献
95.
Browne R Lasserre K McTaggart J Bayley L McKibbon A Clark M Perry GJ Murphy J 《Health information and libraries journal》2012,29(1):75-80
This is the second in a series of articles exploring international trends in health science librarianship in the first decade of the 21st century. The invited authors were asked to reflect on developments in their country - viz. Australia, Canada, New Zealand and the United States. Future issues will track trends in Northern Europe, the Nordic countries, Southern Europe and Latin America. JM. 相似文献
96.
This paper presents results from 15 little publicized state and national environmental surveys in the US that used similar questions. Our analysis reveals trends in adult understanding of environmental issues. These trends indicate that many may have difficulty making informed decisions about environmental policy as citizens, voters, and consumers. Some environmental myths are still prevalent in the US public’s understanding of environmental issues. The authors compare data from the National Environmental Education Foundation survey in the US and data from state surveys using the same questions to examine how public knowledge has changed from 1995 to 2008. Environmental myths and how they may affect the public’s perception of environmental topics are discussed. The authors suggest the need for greater consistency in the surveys of environmental knowledge to allow comparison among different studies. 相似文献
97.
Daniel A. Wagner Nathan M. Castillo Katie M. Murphy Molly Crofton Fatima Tuz Zahra 《Prospects》2014,44(1):119-132
In recent years, the advent of low-cost digital and mobile devices has led to a strong expansion of social interventions, including those that try to improve student learning and literacy outcomes. Many of these are focused on improving reading in low-income countries, and particularly among the most disadvantaged. Some of these early efforts have been called successful, but little credible evidence exists for those claims. Drawing on a robust sample of projects in the domain of mobiles for literacy, this article introduces a design solution framework that combines intervention purposes with devices, end users, and local contexts. In combination with a suggested set of purpose-driven methods for monitoring and evaluation, this new framework provides useful parameters for measuring effectiveness in the domain of mobiles for literacy. 相似文献
98.
While recognising the fact that historically teacher education and adolescent literacy are two fields that have had limited intellectual contact, the development of reading literacy is increasingly now accepted internationally as a core responsibility of all teachers and teacher educators. Adopting a socio-cultural perspective, this paper, drawn from the Learning to Teach Study, focused on the beliefs, knowledge and experiences regarding reading literacy of Irish post-primary student teachers on one initial teacher education (ITE) programme. The data were collected through three interviews with each of 17 student teachers. Results suggest that the surveyed student teachers had some concerns about their own literacy, had narrow conceptions of literacy, tended not to see it as their responsibility, held a minimal threshold view of literacy and viewed new digital technologies as a resource and motivator for their students’ literacy learning. Results are discussed in terms of how student teachers’ knowledge of literacy in ITE programmes could be reframed, extended and deepened. 相似文献
99.
Catherine A. Lugg Jason P. Murphy 《International journal of qualitative studies in education》2014,27(9):1183-1204
This paper discusses employing queer theory (QT) and queer legal theory (QLT) for critical policy analysis as applied to education. In doing so, the authors will highlight how both QT and QLT can empower analyses to look beyond the identity politics of a particular time period or space and toward potential reforms in curriculum, pedagogy, and institutional supports for students, teachers, and staff. A central point is that understanding the institutional and cultural practices that frame orientation, class, race, and sex/gender can lead to policy changes that benefit all students, teachers, and staff. The paper concludes with a discussion of venues in need of both QT and QLT-informed research. 相似文献
100.
Elizabeth Murphy 《New Review of Academic Librarianship》2013,19(3):256-273
This article discusses an assessment and deselection project of the modern print book collections in the John Paul II Library, National University of Ireland Maynooth. Following a contextual introduction and literature review, the article outlines the methodology, presents and discusses the results, and concludes with lessons learned. Although this project had its origins in planning for a major extension to the Library, its main aim was to ensure current and relevant print book collections. The purpose of the article is to share experience in the hope of it being useful to other libraries considering a review of print book collections. 相似文献