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131.
Institutional change includes the supplanting of the old model of production with a new one, the elimination of old markets
and the emergence of new ones. As higher education around the world shifts from national markets to an integrated transnational
market, and possibly toward a virtual market, Christian higher education, like other market sectors, will have the opportunity
to redefine its market niche. Emerging opportunities linked to new institutional rules will challenge higher education in
ways that may not yet be obvious to its present managers and faculties. How the university in its portfolio of options might
negotiate the elimination of old markets and the creation of new markets is the subject of this essay. A general set of principles
and recommendations is offered.
相似文献
Steven LoomisEmail: |
132.
Catherine Milne Laurie Rubel Alberto J. Rodriguez Christopher Emdin Maria Rivera Maulucci Donyagay Locke Edna Tan Neil Clairmont Bhaskar Upadhyay 《Cultural Studies of Science Education》2009,4(2):399-407
This metalogue addresses the ways Sreyashi Jhumki Basu mediated our practices in science education and life. We focus on Basu’s
uses of critical science agency, democratic science classrooms, and critical feminist ethnography to transform the possibilities
for all participants in her research and educational practices. We also examine her use of cases and pedagogical strategies
to support youth set practice goals based on conceptions of self and preferred learning trajectories. These strategies allow
youth to develop power through the use of disciplinary knowledge and modes of inquiry to support their understanding of themselves
as powerful, able to change their position in the world, and make the world more socially just. This (Key Contributors) article
acknowledges a life cut short through disease, reflects our personal loss of a friend and colleague, and expresses determination
to ensure that her contributions to science education are sustained and continued.
相似文献
Catherine MilneEmail: Email: |
133.
Alberto J. Rodriguez 《Cultural Studies of Science Education》2010,5(4):923-940
This case study draws attention to Pedro’s story, a Grade 6 Latino teacher who, along with other grade 4–6 teachers, participated
in a three-year professional development research project. By using data analyzed from multiple ethnographic interviews with
teachers and students, and by drawing from the quantitative analyzes of concept map unit tests, we illustrate how Pedro’s
significant professional growth and his students’ learning were truncated by top-down school district policies. These policies
were implemented because of the punitive nature of the No Child Left Behind Act. Simply put, this case study exposes the impact
of opp(reg)ressive policies on learning, that is, policies simultaneously oppressive and regressive. The critical perspective of the project, and its
emphasis on assisting teachers to make their pedagogy and curriculum more culturally and socially relevant, was informed by
sociotransformative constructivism (sTc). This is a theoretical framework that affords equal importance to cross-cultural
education (learning about and acting on socially/culturally relevant issues) and social constructivism (learning to critically
produce and consume knowledge). We hope that this case study will provide additional insights into the slow progress we continue
to make in science teacher professional development and in closing the achievement gap. 相似文献
134.
Brandon Rodriguez 《Cultural Studies of Science Education》2010,5(3):621-624
This response to Tom Bryce’s paper aims to supplement some of the critical points made regarding the imbalance between content,
process, and context in today’s science education curriculum in higher learning institutions. Discussion and examples of how
the present student-mentor relationship fosters tribe mentality are also included. However a caution is also suggested against
the treatment of science as a purely subjective process, overrun by self-interested and exclusive parties. 相似文献
135.
Many, if not most network analysis algorithms have been designed specifically for single-relational networks; that is, networks in which all edges are of the same type. For example, edges may either represent “friendship,” “kinship,” or “collaboration,” but not all of them together. In contrast, a multi-relational network is a network with a heterogeneous set of edge labels which can represent relationships of various types in a single data structure. While multi-relational networks are more expressive in terms of the variety of relationships they can capture, there is a need for a general framework for transferring the many single-relational network analysis algorithms to the multi-relational domain. It is not sufficient to execute a single-relational network analysis algorithm on a multi-relational network by simply ignoring edge labels. This article presents an algebra for mapping multi-relational networks to single-relational networks, thereby exposing them to single-relational network analysis algorithms. 相似文献
136.
Joanne M. Muellenbach Kathryn M. Houk Dana E. Thimons Bredny Rodriguez 《Medical reference services quarterly》2018,37(2):198-206
This column describes a process for integrating information literacy (IL) and evidence-based medicine (EBM) content within a new school of medicine curriculum. The project was a collaborative effort among health sciences librarians, curriculum deans, directors, and faculty. The health sciences librarians became members of the curriculum committees, developed a successful proposal for IL and EBM content within the curriculum, and were invited to become course instructors for Analytics in Medicine. As course instructors, the librarians worked with the other faculty instructors to design and deliver active learning class sessions based on a flipped classroom approach using a proprietary Information Mastery curriculum. Results of this collaboration may add to the knowledge base of attitudes and skills needed to practice as full faculty partners in curricular design and instruction. 相似文献
137.
Bryan McLaughlin Nathian S. Rodriguez Joshua A. Dunn Jobi Martinez 《Mass Communication and Society》2018,21(5):585-605
This article applies the concept of stereotyped identification—the idea that cognitively and emotionally identifying with fictional minority characters can simultaneously increase acceptance of minorities while reinforcing stereotypes about how they look, act, and talk—to the context of Latina television characters. Specifically, we employed a national survey measuring participants’ exposure to Latina TV characters; levels of identification with TV characters; and attitudes toward, and stereotypes about, Latinas. Results are consistent with the prediction that through identification, exposure to Latina TV characters is related to more favorable feelings toward Latinas, as well as higher levels of stereotyped views of Latinas as sexualized and melodramatic. 相似文献
138.
This article presents a study that compares detected structural communities in a coauthorship network to the socioacademic characteristics of the scholars that compose the network. The coauthorship network was created from the bibliographic record of a multi-institution, interdisciplinary research group focused on the study of sensor networks and wireless communication. Four different community detection algorithms were employed to assign a structural community to each scholar in the network: leading eigenvector, walktrap, edge betweenness and spinglass. Socioacademic characteristics were gathered from the scholars and include such information as their academic department, academic affiliation, country of origin, and academic position. A Pearson’s χ2test, with a simulated Monte Carlo, revealed that structural communities best represent groupings of individuals working in the same academic department and at the same institution. A generalization of this result suggests that, even in interdisciplinary, multi-institutional research groups, coauthorship is primarily driven by departmental and institutional affiliation. 相似文献
139.
This study was situated within a year-long, statewide technology integration initiative designed to support technology integration within science, technology, engineering, and math classrooms. It examined the elements used in student artifacts in an attempt to investigate trends in digital artifact creation. Among several conclusions, this examination highlighted areas of significant improvement in student use of technology, such as an increase in the creation of PowerPoint presentations and the inclusion of multimedia elements. The study also highlighted areas for improvement, such as the low cognitive demand for content in the majority of the artifacts. 相似文献
140.
ABSTRACTThe evidence is mounting regarding the guidance to employ more three-option multiple-choice items. From theoretical analyses, empirical results, and practical considerations, such items are of equal or higher quality than four- or five-option items, and more items can be administered to improve content coverage. This study looks at 58 tests, including state achievement, college readiness, and credentialing tests. The evidence here supports previous assertions. The article also clarifies distractor functioning criteria and offers a typology of items via distractor functioning. 相似文献