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31.
Gayle A. Buck Margaret A. Macintyre Latta Diandra L. Leslie-Pelecky 《Journal of Science Teacher Education》2007,18(3):377-397
As university professors we sought to disrupt the practice of giving our students the actions we felt they should imitate
in their teaching practice. Instead, we sought to actively engage teachers in the creation of workable solutions to real-life
problems. We accomplished this by conducting a participatory action research project. This paper illustrates our action research
project focused on preparing middle level science teachers to foster inquiry-based learning in their classrooms. The findings
of this study not only lead to a revised professional development opportunity for science teachers, but also provided an example
of university faculty engaging in pragmatic research focused on addressing contemporary issues in K-12 science education.
The work reported within was partially supported by a National Science Foundation Grant. The opinions, views and conclusions
expressed in this paper may not reflect those of the funding agency. 相似文献
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The article makes a case for the construction of narratives as major focus for career planning. Narratives can be seen as an appropriate compliment to the analysis of objective test data that has dominated our practice in the past. Narrative is described as an approach for career counselors to understand clients' vocational experiences and future plans. Subjective and objective aspects of a career narrative are explored, and emphasis is placed on co-authoring a career story that is subjectively meaningful and objectively sound. The client's subjective understanding of the career story is given importance as being pivotal information that must be considered in career counseling. Five key interventions are described from a narrative perspective. 相似文献
34.
Despite the fluid and nonlinear nature of data analysis, specifically in qualitative research, published work in comparative education has rarely discussed the messy aspects of data analysis. This Forum addresses the complexity of the analysis stage faced by three doctoral researchers in terms of: considering data analysis when selecting data collection tools; messiness of data analysis deriving from fieldwork and data collection; integrating different data sources; practising reflexivity during data analysis; and ethical issues arising from data analysis. The Forum aims not only to offer suggestions and tips to deal with data analysis but also to encourage more open discussions on this topic within the research community. 相似文献
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36.
Paul Caldarella Lynnette Christensen Thomas J. Kramer Kalli Kronmiller 《Early Childhood Education Journal》2009,37(1):51-56
The promotion of social and emotional learning (SEL) in schools may help prevent emotional and behavioral problems of students.
This study evaluated the effects of a SEL curriculum, Strong Start, on the social-emotional competence of 26 second grade students, using a quasi-experimental, non-equivalent control group
design. Results revealed statistically significant and meaningful improvements in teacher ratings of students’ internalizing
and peer-related pro-social behaviors, particularly for students at greater risk. Conversely, control group students experienced
significant worsening of internalizing behaviors and decreased levels of peer-related pro-social behaviors. No changes were
reported in externalizing behaviors for either group. Treatment integrity and social validity ratings of Strong Start were high. Limitations and implications of this study are addressed.
The authors are listed alphabetically by last name and all shared equally in the preparation of this paper. 相似文献
37.
This article introduces the special issue of Prospects on “Aid effectiveness in education”. It brings together case studies of attempts in several very different contexts to improve
the effectiveness of the use of aid in the education sector. By drawing on the historical evolution of the new paradigm over
the last 20 years, the authors make the case for a closer focus on aid’s effectiveness in education, as well as the need to
reform the aid effectiveness architecture. In particular, they identify two major obstacles that need to be overcome to improve
aid’s effectiveness in education: the lack of sufficient institutional and staff incentives for coordinated and harmonized
behaviour; and factors that lead to risk-aversion and discourage innovation in delivering aid effectively. 相似文献
38.
Food intake of Kalenjin runners in Kenya: A field study. 相似文献
39.
Scientific argumentation is an important learning objective in science education. It is also an effective instructional approach to constructivist science learning. The implementation of argumentation in school settings requires science teachers, who are pivotal agents of transforming classroom practices, to develop sophisticated knowledge of argumentation. However, there is a lack of understanding about science teachers’ knowledge of argumentation, especially the dialogic meaning of argumentation. In this case study, we closely examine a high school physics teacher’s argumentation-related pedagogic content knowledge (PCK) in the context of dialogic argumentation. We synthesize the teacher’s performed PCK from his argumentation practices and narrated PCK from his reflection on the argumentation practices, from which we summarize his PCK of argumentation from the perspectives of orientation, instructional strategies, students, curriculum, and assessment. Finally, we describe the teacher’s perception and adaption of argumentation in his class. We also identity the barriers to argumentation implementation in this particular case and suggest solutions to overcome these barriers. 相似文献
40.
A feminist action research team, which consisted of a science educator, an English‐language learner (ELL) educator, a first‐year science teacher, and a graduate assistant, set a goal to work together to explore the process a beginning teacher goes through to establish a classroom conducive to the needs of middle‐level ELL learners. The guiding questions of the study were answered by gathering a wealth of data over the course of 5 months and taken from the classroom, planning sessions, and researchers and students. These data were collected by observations, semistructured interviews, and written document reviews. The progressive analysis ultimately revealed that: (a) successful strategies a beginning teacher must utilize for teaching middle‐level ELL children in a mainstream classroom involve complex structural considerations that are not part of the teacher's preparation; (b) learning increases for all children, but there are differences in learning achievement between ELL and non‐ELL children; and (c) student and peer feedback proved to be an effective means of enhancing the growth of a beginning teacher seeking to increase her skills in teaching ELL learners. The experiences and findings from this project have implications for teacher preparation programs committed to preparing educators to teach science to all children. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 1013–1031, 2005 相似文献