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71.
Fran Russell 《Journal of Research in Special Educational Needs》2004,4(2):74-81
Parent/professional partnership is a key theme in government policy and service delivery for parents of disabled children, yet there is little evidence of such partnerships in research. Drawing on the literature concerning parents' experiences of caring for and raising a child with additional needs; parental involvement and partnerships and the social analysis of disability, this article sets out the rationale for parents' participation in educational research. It proposes a parents' participatory research approach adapted from a disability or emancipatory research paradigm, which the author used when conducting her doctoral research. She describes how there was evidence of parental participation in the study on three levels, through, firstly, the parent/researcher who initiated and co-ordinated the study; secondly, the parents' advisory group, who advised the researcher, completed some analysis and discussed the findings and, thirdly, the parents in the sample, who were offered opportunities to participate, for example, in decisions concerning the content of the data and development of the research methods that were used. Finally, the article discusses to what extent the parents participating in this study were given a voice to express their views, some control over the research process and so were treated as partners in the research process. It concludes that this research study has extended the notion of working in partnership with parents to the field of research and demonstrated that a parents' participatory research approach is possible. It now needs to be developed and replicated in other studies with parents of disabled children. 相似文献
72.
Fran Arbaugh Rose Marra John K. Lannin Ya-Wen Cheng Dominike Merle-Johnson Rena′ Smith 《Teacher Development》2016,20(4):538-556
Evaluation of professional development (PD) has traditionally been composed of summative and formative feedback, and has focused on assessing the extent to which the PD impacts participating teachers’ knowledge, beliefs, and practices. This study establishes an additional purpose for PD evaluation – as educative opportunities for professional developers, particularly for PD providers who are university-level content specialists (e.g. scientists, mathematicians, statisticians, engineers). Through analysis of data collected as state-wide evaluators for one US Midwest state’s Improving Teacher Quality Grant PD programs, and utilizing an analysis methodology which we term ‘recommendation traces,’ we examine formative evaluation recommendations that we made to four different PD projects over three years. Findings from this study shed light on how content specialists who work in PD projects can learn about effective PD through project evaluation efforts. 相似文献
73.
Cécile Barnaud Guy Trébuil Tanya Promburom François Bousquet 《The Journal of Agricultural Education and Extension》2013,19(1):55-74
Abstract Although stakeholder participation is expected to promote equitable and sustainable natural resource management, lessons from the past tell us that more careful attention needs to be paid to achieving equitable impacts. Now the question is how to address social inequities and power asymmetries. Some authors emphasize the need for more dialogue, while others prefer a critical perspective, arguing that dialogue might not be sufficient to avert the risk of a process deepening existing social inequities. This article aims to enrich this debate and question the practical implications of the critical perspective through an in-depth analysis of power games in a participatory process. A Companion Modelling (ComMod) process was conducted in an Akha community of Northern Thailand with a critical perspective, i.e. with a concern for the less influent stakeholders. Simulation tools such as role-playing games were used to mediate a cross-cultural learning process among researchers, farmers and administrators about a local irrigation water management problem. The detailed analysis of power games in this learning and negotiation process reveals that in spite of initial power asymmetries, the poorest farmers of the community started to voice and assert their interests. This was very much due to the role of a Western researcher who put the equity issue on the public agenda and to the strategic support of a charismatic Christian leader. We identify a set of practical facilitation methods that helped to manage power asymmetries and to level the playing field, but we also discuss the main limits of our cultural-embedded methodological choices. Acknowledging that ‘the facilitators’ neutrality' is an illusion, this study allows us to raise the question of their social legitimacy. We suggest that they should systematically make explicit and reflect on their cultural-ideological background and methodological hypothesis and choices and their effects on the socio-political context. This article is an original attempt to accept this challenge. 相似文献
74.
Feriel S. Hamdi Olivier Fran?ais Frederic Subra Elisabeth Dufour-Gergam Bruno Le Pioufle 《Biomicrofluidics》2013,7(4)
Cell fusion consists of inducing the formation of a hybridoma cell containing the genetic properties of the progenitor cells. Such an operation is usually performed chemically or electrically. The latter method, named electrofusion, is considered as having a strong potential, due to its efficiency and non-toxicity, but deserves further investigations prior to being applicable for key applications like antibody production and cancer immunotherapy. Indeed, to envision such applications, a high amount of hybrid cells is needed. In this context, we present in this paper a device for massive cell pairing and electrofusion, using a microarray of non-connected conductive pads. The electrofusion chamber––or channel––exposes cells to an inhomogeneous electric field, caused by the pads array, enabling the trapping and pairing of cells with dielectrophoresis (DEP) forces prior to electrofusion. Compared to a mechanical trapping, such electric trapping is fully reversible (on/off handling). The DEP force is contactless and thus eases the release of the produced hybridoma. Moreover, the absence of wire connections on the pads permits the high density trapping and electrofusion of cells. In this paper, the electric field mapping, the effect of metallic pads thickness, and the transmembrane potential of cells are studied based on a numerical model to optimize the device. Electric calculations and experiments were conducted to evaluate the trapping force. The structure was finally validated for cell pairing and electrofusion of arrays of cells. We believe that our approach of fully electric trapping with a simple structure is a promising method for massive production of electrofused hybridoma. 相似文献
75.
Summaries English A method for the analysis of qualitative data, based on the linguistic device of systemic networks used to represent a structure of possibilities, is reported. Some initial applications are described, and work in progress including a computing system is outlined. 相似文献
76.
Toward another ideal speech situation: A critique of habermas’ reinterpretation of speech act theory
François Cooren 《Quarterly Journal of Speech》2013,99(3):295-317
With incredible daring Habermas has reinterpreted speech act theory in a way that poses a foundational challenge to rhetorical scholars. 相似文献
77.
Rebecca Shankland Lionel Riou França Christophe M. Genolini Julien-Daniel Guelfi Serban Ionescu 《European Journal of Psychology of Education - EJPE》2009,24(4):499-512
Coping styles are generally considered to be environmentally driven. Up to now, research has mainly focused on family influences.
However, some studies underline the effect of educational settings on the development of problem-focused coping strategies.
Consistently with previous reports on the enhancement of autonomy and problem-solving in alternative schools, and the relationship
established by self-determination theory between autonomy-supportive climates and positive coping, we hypothesized that alternative
school students develop more problem-focused coping styles. This hypothesis was tested on 80 traditional school students and
50 alternative school students (Steiner, Montessori and New schools), during their last secondary school year, using the Coping
Inventory for Stressful Situations (Endler & Parker, 1990a). We also assessed psychological factors which can influence coping
styles measures (anxiety and depression), using the State-Trait Anxiety Inventory (Spielberger, 1983), and the Beck Depression
Inventory (Beck, Ward, Mendelson, Mock, & Erbaugh, 1961). The proportion of problem-focused coping strategies was compared
in traditional and alternative settings, adjusting for potential confounding factors, using logistic regression. Results show
that the proportion of students using predominantly problem-focused coping strategies is higher in the population of alternative
schools. Directions for further research on alternative schools are highlighted concerning coping as well as autonomy-supportive
class climates. 相似文献
78.
Franklin Parker William W. Brickman Tadeusz J. Wiloch Enno Schmitz Otto Roloff John Raven Eric Hoyle Gerd Doerry Walter Hahn Hans Weiler Richard Cummings A. G. Hearnden Gerd Iben E. K. Townsend Coles A. Harry Passow Françoise Bacher Alexandre Vexliard Thành Lê Khôi Doris Elbers Brigitte Beer 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1971,17(4):469-504
79.
Reinhard Bendix G. de Landsheere Hermann Röhrs Christian Kluth Menachem Gerson Christine Laconte Elliot W. Eisner Ludwig Liegle Françoise Bacher Cesar Birzea A. Harry Passow G. F. Peaker Jerry Norman Haar Paul E. Peterson Nigel Grant Bom Mo Chung Klaus Schleicher Philip G. Altbach T. Neville Postlethwaite Tessa Blackstone 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1973,19(2):262-298
80.
In the years following the passage of PL 94–142, increasing numbers of severely and profoundly handicapped children have been educated in public school classrooms. One of the many troublesome behaviors sometimes found among members of this population is rumination, a habit in which the child vomits repeatedly and may reingest the vomitus. The behavior is a potential health hazard. It also tends to make the child repulsive to teachers and other caregivers. Treatments developed for management of this behavior in residential facilities have tended to require time-consuming contingent aversive treatment of the rumination. The present study adventitiously identified a stimulus that is effective in reducing rates of rumination when used contingently and also when used noncontingently. Theoretical implications for the understanding of rumination are considered. 相似文献