全文获取类型
收费全文 | 290篇 |
免费 | 2篇 |
专业分类
教育 | 235篇 |
科学研究 | 2篇 |
各国文化 | 4篇 |
体育 | 20篇 |
文化理论 | 2篇 |
信息传播 | 29篇 |
出版年
2023年 | 2篇 |
2022年 | 1篇 |
2021年 | 5篇 |
2020年 | 6篇 |
2019年 | 12篇 |
2018年 | 14篇 |
2017年 | 20篇 |
2016年 | 22篇 |
2015年 | 11篇 |
2014年 | 11篇 |
2013年 | 51篇 |
2012年 | 9篇 |
2011年 | 10篇 |
2010年 | 7篇 |
2009年 | 10篇 |
2008年 | 10篇 |
2007年 | 4篇 |
2006年 | 7篇 |
2005年 | 7篇 |
2004年 | 9篇 |
2002年 | 10篇 |
2001年 | 5篇 |
2000年 | 3篇 |
1999年 | 3篇 |
1998年 | 1篇 |
1997年 | 2篇 |
1996年 | 6篇 |
1995年 | 4篇 |
1993年 | 2篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1988年 | 2篇 |
1986年 | 1篇 |
1985年 | 4篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1980年 | 1篇 |
1979年 | 6篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1974年 | 1篇 |
1972年 | 1篇 |
排序方式: 共有292条查询结果,搜索用时 15 毫秒
111.
Erica Burman 《Gender and education》2005,17(4):351-367
This paper brings together analyses from childhood and gender studies with macro‐economic analysis to offer new perspectives on current educational debates, including the current role of education within broader discussions. Girls’ recent (supposed) educational success is situated within economic and cultural contexts to explore how discussions of gender, childhood and development both express and, paradoxically, obscure these. Analysis of popular discourses surrounding children and childhood is used to suggest that the sentimentalized (girl) child has come to represent a new neo‐liberal subject, such that contemporary discourses of childhood and feminization typically distract attention from more meaningful structural analyses ‐ that would crucially include further analyses of gender and childhood. 相似文献
112.
W(h)ither practitioner research? 总被引:1,自引:0,他引:1
Erica McWilliam 《The Australian Educational Researcher》2004,31(2):113-126
The purpose of this paper is to understand better the possibilities for practitioner research as a mode of educational inquiry that is yet to be legitimated within the academy. The paper maps the current state of play, and then moves on to consider what might yet be done to optimise its potential to contribute to rigorous new thinking about educational practice. Its exploration is in three parts: first, it seeks to account for the ambivalent status of practitioner research in the larger context of the modern university; second, it moves on from this account to argue both the value and the limitations of practitioner research as a contemporary mode of knowledge production in education; and finally, it suggests ways that practitioner research might be less delimited in terms of its capacities to produce knowledge that is useful to a wider range of stakeholders. 相似文献
113.
Elizabeth Allan Joseph Shane Erica M. Brownstein Cathy Ezrailson Rita Hagevik William Veal 《Journal of Science Teacher Education》2009,20(6):495-500
Standard 9 of the National Science Teachers Association Standards for Science Teacher Preparation is designed to ensure that science teacher preparation programs provide preservice science teachers with the knowledge and
skills to understand and successfully engage students in a safe and ethical manner. This standard contains four components
describing science teachers’ legal and ethical responsibilities, appropriate use of instructional materials (chemicals in
particular), emergency procedures and safety equipment, and guidelines for proper use of living organisms in the classroom.
In this article, we describe the requirements of Standard 9 and provide guidance on assessments that can be used to present
evidence for preservice teachers’ competence in each of the four components. 相似文献
114.
Exploiting Distance Technology to Foster Experimental Design as a Neglected Learning Objective in Labwork in Chemistry 总被引:1,自引:0,他引:1
Cédric?d’HamEmail author Erica?de?Vries Isabelle?Girault Patricia?Marzin 《Journal of Science Education and Technology》2004,13(4):425-434
This paper deals with the design process of a remote laboratory for labwork in chemistry. In particular, it focuses on the mutual dependency of theoretical conjectures about learning in the experimental sciences and technological opportunities in creating learning environments. The design process involves a detailed analysis of the expert task and knowledge, e.g., spectrophotometry as a method for the determination of the concentration of a compound in a solution. In so doing, modifications in transposing tasks and knowledge to the learning situation can be monitored. The remote laboratory is described, as well as the specific features that alter the degree of fidelity of the learning situation in comparison with the expert one. It is conjectured that these alterations might represent actual benefits for learning. 相似文献
115.
116.
Erica Rosenfeld Halverson 《Cultural Studies of Science Education》2009,4(1):67-76
Recently, the relationship between identity and learning has come front and center in discussions about how to design successful
learning environments for youth who struggle in mainstream institutions. In this essay, I explore the role identity development
plays in constructing learning environments for traditionally marginalized youth. While I agree with DeGennaro and Brown on
the importance of identity development for learning, I stretch the relationship between these two constructs in several ways:
First, I will argue that how we define “technology” and what that means for marginalized youth, particularly those who are
assumed to be victims of the “digital divide” is a crucial aspect of the design of successful digital learning environments.
Second, I discuss how identity is represented in these digital learning spaces, and analyze how meaning is constructed in
multimodal spaces such as websites. Finally, I reflect on DeGennaro and Brown’s notion of “emergent design,” as a positive
contribution to design research, and propose the idea of incorporating youths’ already existing competencies into the emergent
design process.
相似文献
Erica Rosenfeld HalversonEmail: |
117.
Erica Smith 《The Australian Educational Researcher》2004,31(1):15-35
This paper examines young workers’ beginning engagement in learning through work, placing it in the context of Australian
policy on entry-level training. Eleven young people were followed through their first year of full-time work and the significant
adults involved in their working and learning lives were also interviewed. The study demonstrates that the presence of a contract
of training (an apprenticeship or traineeship) is a strong predictor of a young worker’s propensity to regard the workplace
as a learning environment. However, unsatisfactory interactions with employment or training providers can create disillusionment
with policy interventions that are meant to assist. Moreover, the habit of learning through work is not only a function of
policy and training frameworks, but is also affected by individuals’ abilities to learn how to learn. The paper concludes
by arguing that, for those young people starting work who are not in a contract of training, additional assistance may be
required in order for them to continue the habit of lifelong learning in the new environment of work. 相似文献
118.
Erica N. Walker 《The Urban Review》2007,39(5):519-540
This article reports findings from a study of preservice mathematics teacher education students and their beliefs about and
experiences with students in an urban high school. The preservice teacher education students participated as mentors to a
group of peer tutors in a mathematics tutoring program. Data collected from questionnaires and interviews reveal that the
mentors had varied perceptions of tutoring program participants’ motivation, interest, and knowledge of mathematics. Mentors
held varied perceptions of urban schools and what teaching mathematics in urban settings entails. Further, mentors reported
that their work in the tutoring program had an impact on their strategies and plans for future mathematics teaching.
Erica N. Walker is Assistant Professor of Mathematics Education in the Department of Mathematics, Science, and Technology
and Research Fellow at the Institute for Urban and Minority Education at Teachers College, Columbia University. 相似文献
119.
Felicity McArdle Erica McWilliam 《International journal of qualitative studies in education》2013,26(3):323-336
This paper seeks to make trouble for the metaphor of ‘balance’ in early childhood education research, drawing on the arguments of Gore (, ), Haraway (), McWilliam (), and a study (McArdle, ) that was designed to focus not only on teacher practice, but also to inquire into ways of speaking teacher practice. Our rationale for trouble‐making is to ask questions about the way that the imperative to ‘balance’ disallows the investigation of pedagogy as a more complex field of practice, one that is inevitably riddled with unresolved and unresolvable contradictions and tensions. To understand how it is possible to think structure as freedom, we are forced to refuse any neat distinction between what enables and what constrains (McWilliam, ). For Haraway (), inquiry is ‘blasphemous’ when it refuses to ‘see’ practices in terms of the possibility of resolution, focusing instead on the irony of their unresolvability. 相似文献
120.
Kristy S. Cooper Randi N. Stanulis Susan K. Brondyk Erica R. Hamilton Michael Macaluso Jessica A. Meier 《Journal of Educational Change》2016,17(1):85-113
This embedded case study examines the leadership practices of eleven teacher leaders in three urban schools to identify how these teacher leaders attempt to change the teaching practice of their colleagues while working as professional learning community leaders and as mentors for new teachers. Using a theoretical framework integrating complex systems theory with Kotter’s (Leading change. Harvard University Press, Cambridge, 1996) eight steps for leading organizational change, we analyze the work and perspectives of individual teacher leaders, and we examine how teams of teacher leaders and principals function collectively in their efforts to lead instructional change. Our findings have implications for schools seeking to utilize teacher leadership as a reform strategy for authentic instructional improvement. 相似文献