全文获取类型
收费全文 | 683篇 |
免费 | 20篇 |
国内免费 | 1篇 |
专业分类
教育 | 549篇 |
科学研究 | 31篇 |
各国文化 | 10篇 |
体育 | 40篇 |
文化理论 | 3篇 |
信息传播 | 71篇 |
出版年
2022年 | 6篇 |
2021年 | 6篇 |
2020年 | 12篇 |
2019年 | 18篇 |
2018年 | 26篇 |
2017年 | 25篇 |
2016年 | 14篇 |
2015年 | 21篇 |
2014年 | 22篇 |
2013年 | 169篇 |
2012年 | 24篇 |
2011年 | 23篇 |
2010年 | 16篇 |
2009年 | 19篇 |
2008年 | 23篇 |
2007年 | 21篇 |
2006年 | 21篇 |
2005年 | 14篇 |
2004年 | 16篇 |
2003年 | 15篇 |
2002年 | 15篇 |
2001年 | 6篇 |
2000年 | 16篇 |
1999年 | 10篇 |
1998年 | 14篇 |
1997年 | 6篇 |
1996年 | 9篇 |
1995年 | 3篇 |
1994年 | 7篇 |
1993年 | 6篇 |
1992年 | 7篇 |
1991年 | 8篇 |
1990年 | 8篇 |
1989年 | 6篇 |
1988年 | 3篇 |
1987年 | 5篇 |
1986年 | 6篇 |
1985年 | 4篇 |
1984年 | 3篇 |
1983年 | 3篇 |
1982年 | 4篇 |
1981年 | 2篇 |
1980年 | 4篇 |
1979年 | 9篇 |
1978年 | 6篇 |
1976年 | 5篇 |
1973年 | 5篇 |
1971年 | 2篇 |
1905年 | 3篇 |
1904年 | 1篇 |
排序方式: 共有704条查询结果,搜索用时 31 毫秒
661.
There has been extensive research internationally describing teachers’ homogenous socio-demographic backgrounds and critiquing the associated equity and diversity issues, most especially with regard to ethnicity and gender, and to a lesser extent, social class and disability. Yet, teachers’ religious affiliations and/or convictions have rarely been explored. Since 96% of state primary schools in Ireland are denominational, considering religious diversity in teaching is both critically important and a complex undertaking. This paper examines primary initial teacher education (ITE) applicants’ religiosity, and views of teaching religion, in Ireland. Our data suggest low levels of religious practice and religiosity among ITE applicants, many of whom would prefer to teach religion using a non-confessional approach. The paper raises critical questions regarding the experiences, constitutional rights and professional practice of increasingly secular and/or non-practicing Catholic teacher cohorts in a predominantly Catholic primary education system that has survived the trend towards progressive ‘unchurching’ of Europe. 相似文献
662.
In the United Kingdom, information and communication technologies are being used to e-enable multiagency community services for children. Public policy advocates that practitioners as well as users should be involved in the shaping of services including the information systems used in their delivery. This article discusses how a group of social and computer scientists developed the social formation methodology to facilitate nonexpert community participation in the design of e-enabled community care services. The longitudinal study adapts qualitative methods to understand community welfare and to foster participation in the design of communication systems. By exploring the perspectives of welfare practitioners and families, the importance of situated and mediated conversations in community care is identified. The facilitative conversation approach of the study then brings these community perspectives, as well as ICT perspectives, into design processes of e-enabled services. 相似文献
663.
When engaging with socioscientific issues, learners act at the intersection of scientific, school, and other societal communities, drawing on knowledge, practices, and identities from both in and out of the classroom to address problems as national or global citizens. We present three case studies of high school students whose classroom participation in a unit on the politically polarizing topic of climate change was informed by their political identities and how they situated themselves in climate change’s sociocultural, historical, and geologic context. We describe how these students, including two who initially rejected human-influenced climate change but revised their understandings, negotiating dissonant identities in the classroom through repeated engagement with conflicting political and scientific values, knowledge, and beliefs. These case studies problematize building bridges between formal and informal learning experiences and suggest that it may be necessary to leverage disconnections in addition to building connections across settings to promote productive identity work. The results further suggest that supporting climate change learning includes attending to identity construction across ecosocial timescales, including geologic time. 相似文献
664.
Video is one way to promote, and help families understand, the transition to kindergarten. The present study explored the experiences of parents with transition-to-kindergarten videos. Four videos, in English and Spanish with accompanying information sheets in English and Spanish, targeted parents for transitioning to kindergarten. There were a total of 141 parents in the six classrooms that could have received the videos and information sheets. Findings indicate that the quality of the videos was rated positively and that parents had positive experiences viewing the videos. Parents reported that the videos provided general information about the transition to kindergarten, provided examples of activities they could do to help their child transition to kindergarten, and promoted parents’ understanding of child development. Findings are discussed in light of implications for researchers advancing technology tools and family involvement. 相似文献
665.
The Foodborne Outbreak Challenge—Using Experiential Learning to Foster Interdisciplinary Training Among Students on Foodborne Disease Outbreak Investigations
下载免费PDF全文
![点击此处可从《Journal of Food Science Education》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Alice E. White Katherine R. Sabourin Elaine Scallan 《Journal of Food Science Education》2018,17(2):60-65
The Integrated Food Safety Centers of Excellence aim to develop novel learning methods to educate and train the future public health workforce to investigate foodborne outbreaks. The Foodborne Outbreak Challenge (FOC) was a one‐day event hosted by the Colorado Integrated Food Safety Center of Excellence at the Colorado School of Public Health. The FOC incorporated experiential, problem‐based, and interdisciplinary pedagogies from case studies, simulation exercises, and public health case competitions, to deliver a novel learning experience that met the training needs of a multidisciplinary foodborne outbreak response team with diverse skills sets. The event received positive feedback, and participants demonstrated knowledge gain. Event materials are available for other institutions to use. 相似文献
666.
In many countries the scientific funding system is shifting from an internal block funding model toward a competitive project funding model. However, there is growing concern that the competitive project funding system favors relatively safe, conventional projects at the expense of risky, novel research. It is important to assess different funding models in order to design better funding systems for science. This paper empirically tests for differences in the novelty of funded outputs between internal block funding and competitive project funding, in the setting of Japan, where both funding models play a significant role. Combining survey data from a large sample of research projects in Japan and bibliometric information about the publications produced from these projects, we find that projects funded by competitive funds on average have higher novelty compared to those funded by internal block funds. However, such positive effects only hold for researchers with high status, such as senior and male researchers. In contrast, compared to internal block funding, competitive project funding has a negative relation to novelty for low status scientists (especially junior and female researchers). The findings suggest that the competitive project selection procedure is less receptive to novel ideas from researchers with low academic status and therefore discourages their novel research. These findings can serve as a warning about potential biases in competitive funding allocation procedures and suggest the importance of secure stable funding for allowing researchers with low status to pursue their novel ideas. 相似文献
667.
First year university students enrolled on courses which have remained male dominated, including engineering, physics and computer science (n = 294) and two courses, law and medicine, on which females now outnumber males (n = 377), completed a questionnaire concerned with the reasons why they chose their particular course. Analyses were carried out using a stepwise discriminant function analysis. The results of this study indicate that the reasons women favour law and medicine, rather than more technological courses, is that the former courses are seen as leading to work that contributes to playing a useful social role and that allows a higher level of social contact. It is concluded that although women tend to avoid technological courses this is not a negative choice, rather they positively choose courses which lead to careers with higher levels of social involvement. 相似文献
668.
669.
670.