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Evelyn Arizpe 《Gender and education》2001,13(1):25-37
Mexican classroom practices (reinforced by social convention) prescribe approved responses to historical and fictional characters in literature, mobilizing powerful preconceptions of gender. Although students may attempt to resist or subvert these representations, their opinions usually remain unexpressed. This paper presents the results of a study on gender and reading in Mexican secondary schools which also attempted to provide a space for readers to voice their own responses. Year 8 students were interviewed about an adolescent novel that relates the adventures of Maria de Estrada, a female conquistador . Analysis of the qualitative data drew upon poststructuralist and feminist criticism, together with reader-response theory, to consider conceptions about gender, the dynamics between the reader and the text and the expression of response. Results revealed some of the young people's concerns and anxieties about gender issues and how their understanding of these is constantly subjected to modifications by the media, education and life experiences. It is suggested that because students were also found to be aware of possible shifts in gender patterns, the discussion of alternative texts and characters could stimulate their critical skills and encourage them to become more vocal. 相似文献
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A Gorilla with ‘Grandpa's Eyes’: How Children Interpret Visual Texts—A Case Study of Anthony Browne's Zoo 总被引:1,自引:0,他引:1
This article explores the multilayered nature of a single picture book by Anthony Browne and the sophisticated responses (including their own pictures) children aged 4–11 bring to interpreting such a text. Emphasis is laid on the high-level cognitive skills involved in reading visual images and links are made between seeing and thinking. Some features of the children's understanding are examined in detail; for example, how they interpret visual imagery and deal with a variety of challenging artistic features, and how their drawings show knowledge and feelings they are not yet able to articulate. The findings also suggest that some children who are not yet confident at reading print have developed impressive capacities for analysing image. 相似文献
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The purpose of this paper is to provide prospective job applicants in higher education and others interested in the job search process with an account of three individuals' job search experiences. First, we outline our experiences and career goals as all but dissertation (ABD) candidates. Second, we sketch the steps that we took in the job search process: applying, interviewing, and receiving and responding to offers. Third, we compare and contrast our successful (received an interview) and unsuccessful (did not receive an interview) applications in ways to help understand the job search process. These comparisons include the level at which positions were advertised, percentage match for advertised positions, reasons for submitting applications, and time variables for the job search process. Finally, we offer suggestions for prospective applicants and search committees. 相似文献
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Evelyn S. Johnson Angela R. Crawford Yuzhu Zheng Laura A. Moylan 《Educational Measurement》2021,40(1):36-43
In this study, we compared the results of 27 special education teachers’ evaluations using two different observation instruments, the Framework for Teaching (FFT), and the Explicit Instruction observation protocol of the Recognizing Effective Special Education Teachers (RESET) observation system. Results indicate differences in the rank‐ordering of teachers depending on which instrument was used. Overall scores on RESET were higher on average than those on FFT. Item‐level analyses showed that across 125 correlations, 73 were significant, low‐moderate, and 52 were nonsignificant. Implications for research and practice are discussed. 相似文献
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George Villanueva Carmen Gonzalez Minhee Son Evelyn Moreno Wenlin Liu Sandra Ball-Rokeach 《Journal of Applied Communication Research》2017,45(5):474-494
The need to better engage low-income communities affected by revitalization of the built environment has been well documented in urban planning. Guided by communication infrastructure theory (CIT), this study presents a research project that made concerted efforts at engaging neighborhoods of Northeast Los Angeles that are experiencing rapid gentrification. The project was a partnership with a multi-sector collaborative working on the revitalization of the L.A. River and its surrounding communities. This paper specifically demonstrates how CIT's social ecological orientation was applied to seek input on L.A. River and community revitalization from storytelling networks made up of residents, small businesses, and local media. We also examine the impact of this engaged research on the organizational partners of the collaborative, and their views on community engagement in revitalization. Lastly, we discuss how the lessons learned broadly speak to future opportunities and challenges that aim for communicative planning approaches to urban revitalization. 相似文献
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Evelyn Bergsmann Julia Klug Christoph Burger Nora Först Christiane Spiel 《Assessment & Evaluation in Higher Education》2018,43(4):537-554
There is a lively discussion on how to evaluate competence-based higher education in both evaluation and competence research. The instruments used are often limited to course evaluation or specific competences, taking a rather narrow perspective. Furthermore, the instruments often comprise predetermined competences that cannot be adapted to higher education needs. The aim of this paper is to provide a flexible screening instrument into which practitioners/evaluators of study programmes can themselves insert the competences they are interested in, i.e. competences students ought to acquire through their study programme. The present study describes the development of the Competence Screening Questionnaire for Higher Education (CSQ-HE) in different domains of higher education. Results show that the CSQ-HE provides plausible screening information whilst fulfilling evaluation standards. It can be integrated into a higher education institution’s internal quality management system to demonstrate a programme’s legitimacy and enhance competence-based teaching and learning. Strengths, weaknesses and implications for practice are discussed. 相似文献