全文获取类型
收费全文 | 526篇 |
免费 | 7篇 |
专业分类
教育 | 421篇 |
科学研究 | 12篇 |
各国文化 | 7篇 |
体育 | 17篇 |
信息传播 | 76篇 |
出版年
2023年 | 4篇 |
2022年 | 2篇 |
2020年 | 11篇 |
2019年 | 12篇 |
2018年 | 14篇 |
2017年 | 26篇 |
2016年 | 28篇 |
2015年 | 10篇 |
2014年 | 20篇 |
2013年 | 138篇 |
2012年 | 13篇 |
2011年 | 11篇 |
2010年 | 18篇 |
2009年 | 19篇 |
2008年 | 13篇 |
2007年 | 18篇 |
2006年 | 19篇 |
2005年 | 13篇 |
2004年 | 9篇 |
2003年 | 7篇 |
2002年 | 10篇 |
2001年 | 9篇 |
2000年 | 4篇 |
1999年 | 8篇 |
1998年 | 10篇 |
1997年 | 4篇 |
1996年 | 8篇 |
1995年 | 7篇 |
1994年 | 7篇 |
1993年 | 6篇 |
1992年 | 7篇 |
1991年 | 5篇 |
1990年 | 2篇 |
1989年 | 3篇 |
1988年 | 1篇 |
1987年 | 5篇 |
1986年 | 3篇 |
1985年 | 3篇 |
1984年 | 1篇 |
1983年 | 4篇 |
1982年 | 6篇 |
1981年 | 3篇 |
1980年 | 4篇 |
1979年 | 4篇 |
1978年 | 1篇 |
1976年 | 1篇 |
1974年 | 2篇 |
排序方式: 共有533条查询结果,搜索用时 15 毫秒
21.
22.
23.
Donna Tangen Deborah Henderson Jennifer Alford Erika Hepple Amyzar Alwi Zaira Abu Hassan Shaari 《Asia-Pacific Journal of Teacher Education》2017,45(1):23-38
This article explores the shaping of Australian and Malaysian pre-service teachers’ possible selves in a short-term mobility programme. With the theory of possible selves, individuals imagine who they will become based on their past and current selves. The focus of the research was on pre-service teachers’ possible selves as global and culturally responsive teachers. The experiential learning through participation in the programme allowed participants to consider their future possible selves as teachers with a deeper understanding of diverse learners’ needs and how they might strive to address these needs in their own classrooms. The scaffolding of reflections in the programme encouraged the pre-service teachers to take on multiple perspectives, to step outside their comfort zones and in many ways to see the world from different eyes. The research found that through experiential learning in the short-term mobility programme both the Australian and Malaysian pre-service teachers gained in positioning their cultural selves currently and as future teachers, suggesting that there is merit in utilising the theory of possible selves in future research in the area of shaping teacher identity. 相似文献
24.
Janice W. Y. Wong Melissa O’Donnell Donna Bayliss Janet Fletcher Rebecca Glauert 《Educational Research for Policy and Practice》2017,16(2):109-127
Policies aiming to improve educational outcomes are typically based on academic testing data. However, such data only reflect the performance of students who completed the tests. It is possible that students who were absent have shared characteristics. The proportion of students absent out of all eligible school students and whether they have shared characteristics has not been investigated, as this is only possible through the use of linked administrative data. Participants were born in Western Australia in 1994 and 1995, and their birth records were linked to participation status in the Year 9 academic tests to determine the proportion of students who were absent. Logistic regression was conducted to investigate characteristics which predicted absence on test day. A proportion of non-Aboriginal (3.2 %) and Aboriginal students (21.9 %) were absent on test day. Risk factors which predicted the absence included contact with Child Protection and Family Services, history of maternal mental health problems, and fathers aged below 20 years at the time of their child’s birth. A significant proportion of students was absent and therefore not represented in academic achievement information. These students were more likely to have experienced adverse events and therefore are not randomly absent. As these data are typically used to inform policies which aim to improve educational outcomes, they may lack the necessary information to adequately address the complex needs of students who are absent on test day. However, findings suggest that service providers, as well as schools may play an important role in encouraging participation in school. 相似文献
25.
Donna Kalmbach Phillips Robert Ch. Nava 《Discourse: Studies in the Cultural Politics of Education》2011,32(1):71-83
This inquiry explores who is the ‘good teacher of color’. Through Michel Foucault's notion of biopower and disciplinary power, the analysis attempts to problematize the subject-position of ‘teacher of color’ by exploring how a Latino intern and a Latina intern negotiated their subjectivity in a large diverse school district. Participants' construction of subjectivity was found to be located within the nexus of the school district, the university, and the Latino counter-discourse through which biopower and disciplinary power operated. 相似文献
26.
Donna O’Hara 《Educational Psychology in Practice》2011,27(3):271-291
Research suggests that peer mentoring can positively impact on emotional literacy competencies. This study explored the effects of peer mentoring on the emotional literacy competencies of Year 7 peer mentees using a quasi-experimental pre-test and post-test control group design. Results supported the hypothesis that peer mentoring has a positive impact on the emotional literacy competencies of mentees with low to average levels of emotional literacy at pre-intervention. Results also showed a significant negative correlation between attendance at sessions and perceived Conduct Problems. Unexpectedly, results indicated adverse effects of reading mentoring on the emotional literacy competencies of control participants. 相似文献
27.
Donna Farland-Smith Kevin Finson William J. Boone Melissa Yale 《Journal of Science Teacher Education》2014,25(3):355-366
Even long before children are able to verbalize which careers may be interesting to them, they collect and store ideas about scientists. For these reasons, asking children to Draw-A-Scientist has become an accepted method to provide a glimpse into how children represent and identify with those in the science fields. Years later these representations may translate into student’s career choice. Since 1995, children’s illustrations of scientists have been assessed by the Draw-A-Scientist Checklist (DAST-C). The checklist was created from the common aspects or features found in illustrations from previous studies and were based initially on the scientists, broken down into “stereotypical” and “alternative” images shown in the drawings. The purpose of this paper is to describe the development, field test and reliability of the modified Draw-A-Scientist Test (DAST) and The Draw-A-Scientist Rubric designed as an improvement of the DAST-C to provide a more appropriate method of assessing students’ drawings of scientists. The combination of the modified DAST and the DAST Rubric brings more refinement as it enables clarities to emerge and subsequently increased detail to what one could ascertain from students about their mental images of scientists. 相似文献
28.
Silvia Huaynoca Venkatraman Chandra-Mouli Nuhu Yaqub Jr. Donna Marie Denno 《Sex education》2014,14(2):191-209
Nigeria is one of few countries that reports having translated national policies on school-based comprehensive sexuality education (CSE) into near-nationwide implementation. We analysed data using the World Health Organization-ExpandNet framework, which provides a systematic structure for planning and managing the scaling up of health innovations. We examined how Nigeria's nationwide programme was designed and executed. Since 2002, Nigeria has developed a well thought through strategy to scale up CSE. Crucial attributes that facilitated the scaling up included technical consensus about the innovation and clarity about its components, dissection of a complex intervention into manageable components for implementation by organisations with complementary expertise, strong political leadership and championship in concert with advocacy and technical support from non-governmental organisations, proactive and energetic involvement of community stakeholders, effective programme management, and improvements to the information management system to ensure on-track implementation and mid-course corrections to keep stakeholders, including funders, informed and engaged. Challenges included programmatic values, competing priorities for available human resources and a lack of predictable funding for sustaining a rapid scale-up effort. Despite some weaknesses, implementation has largely proceeded according to plan. The lessons learned from Nigeria's experience can and should be used in other settings to achieve wide-scale coverage. 相似文献
29.
Dianne Chambers Phyllis Jones Donna McGhie‐Richmond Michael Riley Sarah May‐Poole Ann Marie Orlando Orhan Simsek Catherine Wilcox 《Journal of Research in Special Educational Needs》2018,18(2):73-82
This project explored how iPads were being used in a range of K‐12 schools to support the learning of students with a range of learning support needs. Groups of teachers (and other professionals) from the USA, Canada, Australia and the UK were invited to complete an online survey focused on the use of iPads in their classrooms, perspectives of their skill level, and how their school and school districts support the use of iPads. The survey focused on iPad use in classrooms (curriculum and skills); teachers’ skill levels; whether iPads are addressed in the Individualised Education Program (IEP); the systemic support for the iPads; and the perceived benefits and barriers. The results reveal that respondents are using iPads across many areas of the curriculum, which affirms the research in the emerging literature base. However, there are teacher reported differences in the manner and scope of iPad use in the classrooms and also the integration of the iPad in the IEP. The research also highlights variability in reported skill level for the iPad and an increased need for enhanced systemic support, such as training, funding, technical support and administrative support for the use of the iPad as a pedagogical tool. 相似文献
30.
The study reported herein aimed to identify and discuss the nature and pattern of the uses of new media through a notable YouTube phenomenon. It analyzed 132 online videos centered on ‘Bus Uncle,’ a YouTube celebrity who rose into fame in Hong Kong during April 2006. Most of the videos drew references from local popular culture texts. They were mostly playful and sarcastic in their undertones. The collective behaviors in YouTube suggest that this hugely popular video-sharing site takes on the roles as public space, a playground and a cultural public sphere. 相似文献