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251.
Erica McWilliam 《British Journal of Sociology of Education》1992,13(1):3-17
This paper seeks to draw attention to the extent to which liberatory pedagogical intentions can function as part of a technology of surveillance unless, as socially critical educators, we actively work against our own tendency to totalising educational discourse. It notes a number of folkloric traditions in pre‐service teacher education that derive from discursive practices which position students either as inevitably acting out a well‐documented scenario or as ‘victims’ of the dominant technocratic model of teacher education. This paper suggests a way forward for teacher educators through the application of post‐positivist theorising to what has come to be understood as ‘proven’ by past and current educational research. This process is exemplified in the discussion by the application of post‐structuralist deconstructive techniques to avant garde educational text in order to bring forward for scrutiny the binary oppositions in our own ‘transformative’ educational discourse. The implications of ‘advocacy’ research are discussed and a plea made for pedagogy that intervenes in socially critical practices by making problematic our own ‘versions’ of student teacher needs. 相似文献
252.
Erica Melis Giorgi Goguadze Martin Homik Paul Libbrecht Carsten Ullrich Stefan Winterstein 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(3):405-423
ActiveMath is a complex web‐based adaptive learning environment with a number of components and interactive learning tools. The basis for handling semantics of learning content is provided by its semantic (mathematics) content markup, which is additionally annotated with educational metadata. Several components, tools and external services can make use of that content markup, eg, a course generator, a semantic search engine and user input evaluation services. The components and services have to communicate, pass content and state changes, actions, etc including mathematical semantics and educational markup. The novel event infrastructure supports this communication. This paper focuses on the usage of the content's semantics by selected novel components and sketches the communication. 相似文献
253.
In June 2006, the U.S. Supreme Court agreed to review two related cases originating from school districts in Louisville, Kentucky
and Seattle, Washington that involved voluntarily adopted racial integration plans. Concerned about the outcome of these cases,
553 social scientists submitted a social science statement to the Supreme Court summarizing the large body of social science
research supporting the school districts’ policies relevant to the Court’s determination. The statement, reprinted here, supports
three interrelated conclusions: (1) racially integrated schools provide significant benefits to students and communities;
(2) racially isolated schools have harmful educational implications for students; and (3) race-conscious policies are necessary
to maintain racial integration in schools. Because of the overwhelming amount of scholarly data, social scientists argued,
as the lower courts had found, that the schools boards have a compelling interest to promote racial integration and prevent
racial isolation through choice-based school assignment policies that consider race as a factor. On June 28, 2007, the U.S.
Supreme Court struck down the school assignment plans on the grounds that the plans were not narrowly tailored to the interests
that the school districts had asserted. In addition to affecting the ability of school districts to maintain racially diverse
schools, the decision has broad implications for researchers who seek to help school districts in these efforts.
相似文献
Erica FrankenbergEmail: |
254.
The aim of this paper is to valuate the applicability of Vygotsky’s sociocultural theory and the concept of dynamic assessment
to the problem of assessing reading comprehension in English as a third language (L3). The study was conducted with immigrant
students from Ethiopia studying at pre-academic centers in Israel. The assessment procedure included a pre-test, mediation,
and post-test. The pre-test was based on a standard reading comprehension placement exam. Based upon the pre-test material,
a very detailed analysis of the required pre-existing knowledge and necessary strategies was then mediated to the students.
The post-test was identical to the pre-test regarding structure, requirements in terms of pre-existing knowledge and strategies,
length, etc., but with different content. The results demonstrated: (1) A dynamic assessment procedure significantly improved
the text comprehension performance of L3 students; (2) The dynamic assessment procedure added information regarding students’
learning potential over and beyond their initial performance level; (3) The learning potential profile of immigrants from
Ethiopia is somewhat different from that of non-immigrant students. 相似文献
255.
256.
Ending the School-to-Prison Pipeline/Building Abolition Futures 总被引:1,自引:0,他引:1
Erica R. Meiners 《The Urban Review》2011,43(4):547-565
Placing prison abolition on the horizon for scholars committed to interrupting the flow of young people toward prisons and
jails, this article offers movement analysis, frameworks and associated questions surrounding advocacy and engagement. First,
I offer a brief state of the field of research and advocacy surrounding school-to-prison work. Building from this assessment,
I identify four ongoing tensions within this field that is, by definition, theoretically explicitly linked to advocacy for
justice. Our challenges include exceptionality, specifically our desires to center children and youth in our analysis and
organizing, and concurrently how carceral practices continue to change the face of the state and require us to track how alternatives
to incarceration are defined and organized. We also struggle to build sustainable and viable decarceration initiatives and
to develop ways to make schools and communities safer, without augmenting a carceral state, and to address state and interpersonal
violence, while integrating an intersectional analysis that includes lesbian, gay, bisexual, transgendered and queer lives
and feminist standpoints. Finally, I close with a push for scholars to continually evaluate professional investments, and
invite readers to consider how our scholarly locations augment or constrain our ability to participate in building transformative
schools and communities. 相似文献
257.
Jorge E. Gonzalez Aaron B. TaylorAnita S. McCormick Victor VillarealMinjung Kim Erica PerezAlicia Darensbourg Rebekah Haynes 《Early childhood research quarterly》2011,26(4):475
Few research-based measures of the family literacy environment are commercially available, especially in Spanish. One exception is the Familia Inventory (Taylor, 1995). The present study investigated the 10 subscales of this instrument and the factor structure they imply, using data from a low-socioeconomic (SES), largely Hispanic population. Confirmatory factor analysis (CFA) was used to test the structure of the instrument as well as whether it is invariant across English and Spanish language versions. The scale was administered to 232 parents of preschoolers. Results of the CFA revealed that the a priori dimensions of the Familia Inventory were not supported for this sample. Follow-up analyses suggested poor fit both within and between subscales. The scale fit poorly within both English and Spanish, precluding testing of invariance across language. Supplemental analyses using exploratory factor analysis (EFA) on a subset of the items that had adequate variance suggested that a four-factor solution accounting for 53% of the variance best represented the English data and that a two-factor solution accounting for 43% of the variance best represented the Spanish data. Implications are discussed. 相似文献
258.
Aubyn C. Stahmer Sarah Rieth Ember Lee Erica M. Reisinger David S. Mandell James E. Connell 《Psychology in the schools》2015,52(2):181-195
The purpose of this study was to examine the extent to which public school teachers implemented evidence‐based interventions for students with autism in the way these practices were designed. Evidence‐based practices for students with autism are rarely incorporated into community settings, and little is known about the quality of implementation. An indicator of intervention quality is procedural implementation fidelity (the degree to which a treatment is implemented as prescribed). Procedural fidelity likely affects student outcomes. This project examined procedural implementation fidelity of three evidence‐based practices used in a randomized trial of a comprehensive program for students with autism in partnership with a large, urban school district. Results indicate that teachers in public school special education classrooms can learn to implement evidence‐based strategies; however, they require extensive training, coaching, and time to reach and maintain moderate procedural implementation fidelity. Procedural fidelity over time and across intervention strategies is examined. 相似文献
259.
Daphne Meadmore Caroline Hatcher Erica Mcwilliam 《International journal of qualitative studies in education》2013,26(5):463-476
The paper responds to the growing interest in genealogical method as a means of inquiry in education research. The three authors bring together their collective understanding of the nature and purpose of genealogy as a method deriving from the work of Michel Foucault. The authors then indicate how such understandings were applied by each of them to a particular scholarly task. In elaborating the uses and the pitfalls of genealogical approaches by this means, the writers makeit clear that thereis no blueprint for genealogical use. Rather, working through genealogical methods demands from the researcher a strong grasp of the epistemological and theoretical tensions involved in asking how our present educational practices function as they do. 相似文献
260.
Recent studies have documented positive effects for early intervention in improving the mathematics performance of low‐achieving children. Consequently, educators need technically sound mathematics screening measures to identify children at risk and then intervene to improve achievement. In this article, we describe preliminary technical adequacy evidence for four early numeracy measures (number identification, quantity discrimination, quantity array, and missing number). We assessed over 300 kindergarten and first‐grade students in two states to evaluate the reliability and criterion validity of the four measures. Fall and spring administrations of the measures for one subgroup provided preliminary evidence of students' growth on the measures over time. The results supported three of the four measures as potential tools for screening in the early grades. 相似文献