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This study was designed to explore the effectiveness in student performance and confidence of limited and full device simulators. The 30 employees from an information technology company who participated in this study were assigned to one of three groups. Each group received practice for learning a complex software procedure using traditional interactions, a limited device simulator, or a full device simulator. A training portal was created for each practice method. Measurements of performance included the number of times the participants repeated the assigned practice activity, the total time required to complete the procedure, a test score representing the number of mistakes made in the 20‐step procedure, and the average time between mouse clicks as they selected items from menus or clicked buttons. Preliminary results indicated that a limited device simulator appears to be as effective as a full device simulator. Recommendations for further research and limitations of the study are also addressed. 相似文献
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Leah O’Toole Diane McClelland Deirdre Forde Suzanne O'Keeffe Noel Purdy Carl Anders Säfström Thomas Walsh 《British Educational Research Journal》2021,47(4):1021-1038
Conceptualisations and constructs of children and childhood are temporally and contextually grounded. Historical documents are rich sources of insight and understanding regarding how children were understood, valued and treated at various times by particular societies. This article explores the conceptualisation of children and childhood in the 26-county Irish Free State (South) and the 6-county Northern Ireland (North) in the 1920s following the partition of Ireland, through the lens of educational documentation, primarily national primary school curricula. The focus on both jurisdictions is interesting in the context of partition, exploring the sometimes divergent and often convergent ways in which children were conceptualised across borders and boundaries. This article reveals, using Sorin and Galloway’s framework as a conceptual and analytical tool, that conceptualisations of children were broadly similar in the North and South but differed in their focus and enactment in both fledgling states. These disparities are largely attributable to the very different political, social and religious orientations of both jurisdictions and the use of education as a vehicle for nation-building, as well as identity and gender formation. The article also explores alternative conceptualisations of children in education policy in the North and South by presenting case study ‘outliers’ of educational provision. A century since partition, conclusions and implications are noted that resonate with contemporary elements of convergence and divergence on educational policy and the conceptualisation of children across the island of Ireland. 相似文献
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Deirdre A. Brown Charlie N. Lewis 《International Journal of Disability, Development & Education》2013,60(1):3-17
This study examines mock jurors’ perceptions of a young witness according to whether or not he was described as having an intellectual disability. Our study examined perceptions of a child witness younger (five or seven years) than previously studied. Mock jurors (n = 71) viewed a short video excerpt of a boy recalling a personally experienced event, and then rated him across nine domains of eyewitness ability. The boy was described as either having an intellectual disability or typically developing. Participants rated the child more negatively on dimensions relating to cognitive competence, but not trustworthiness, when he was presented as having an intellectual disability. Participants also watched the child answer a series of suggestive questions; when described as having an intellectual disability he was rated as less accurate in responding to these. The findings have implications for the involvement of children with intellectual disabilities within the legal system. 相似文献
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Abstract The need for environmental education through outdoor education experiences is becoming increasingly evident in outdoor education theory and practice. In Australia, this environmental focus is reflected in recent outdoor education curriculum documents, particularly in the Victorian Certificate of Education (VCE). For many outdoor education teachers who do not have expertise in environmental education, this curriculum development presents a challenge. Outdoor education teachers frequently use National Parks to help them address this challenge. The study examined the educational objectives and roles of teachers and park staff involved in environmental education through outdoor education in National Parks in Victoria, Australia. This paper discusses findings related to the teachers' educational objectives and roles while those of the park staff are examined in a separate paper. The findings indicate that the teachers often lack the environmental knowledge and skills needed to teach some aspects of the curriculum thus making the role of the park ranger or education officer particularly significant in educating teachers as well as students. Issues are raised about the training of outdoor education teachers and of park rangers to meet the environmental education needs of outdoor education students. Questions are also raised about the appropriateness of using National Parks for outdoor education purposes. 相似文献
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Assessment of students’ learning in school is deeply implicated in teaching for social justice. Yet classroom assessment is
neglected relative to other aspects of curriculum and pedagogy in the literature on teaching for social justice. Some books
have a relatively clear theory of anti-oppression education at their core but do not provide details about the links between
assessment and their anti-oppression theory, while others provide a more detailed view of assessment practices but do not
specify precisely how particular assessment strategies either promote or hinder anti-oppression education. This article provides
a theoretical framework that spotlights key links between teaching for social justice and classroom assessment. To illustrate
these connections, we draw on guided group discussions with ten high school social studies and English teachers, interested
in pursuing professional development in this area. We conceptualize assessment as a set of institutional processes with the
potential either to inhibit or nurture the development of young people as well as their capacity for self-determination. We
analyze: (a) how teachers, through various assessment practices, can attempt to enable equitable relations within and beyond
the classroom; and (b) performance standards aimed at helping teachers assess their students’ progress toward becoming more
socially responsible and, ultimately, more self-determining. We conclude that even as teachers struggle to enact more socially
just assessment practices, they need to communicate clearly with students and parents about what constitutes equitable assessment
and what institutional practices, by contrast, sow seeds of self-doubt and lead to destructive labeling, ranking, and gate
keeping. 相似文献