全文获取类型
收费全文 | 220篇 |
免费 | 5篇 |
专业分类
教育 | 166篇 |
科学研究 | 25篇 |
各国文化 | 3篇 |
体育 | 15篇 |
文化理论 | 3篇 |
信息传播 | 13篇 |
出版年
2023年 | 4篇 |
2022年 | 3篇 |
2021年 | 6篇 |
2020年 | 4篇 |
2019年 | 5篇 |
2018年 | 12篇 |
2017年 | 9篇 |
2016年 | 12篇 |
2015年 | 6篇 |
2014年 | 10篇 |
2013年 | 34篇 |
2012年 | 3篇 |
2011年 | 6篇 |
2010年 | 3篇 |
2009年 | 4篇 |
2008年 | 5篇 |
2007年 | 5篇 |
2006年 | 4篇 |
2005年 | 2篇 |
2004年 | 4篇 |
2003年 | 5篇 |
2002年 | 4篇 |
2001年 | 2篇 |
2000年 | 5篇 |
1999年 | 2篇 |
1998年 | 5篇 |
1996年 | 4篇 |
1994年 | 2篇 |
1992年 | 6篇 |
1991年 | 4篇 |
1990年 | 3篇 |
1989年 | 3篇 |
1988年 | 2篇 |
1986年 | 2篇 |
1983年 | 2篇 |
1981年 | 2篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1976年 | 1篇 |
1971年 | 1篇 |
1970年 | 1篇 |
1969年 | 1篇 |
1968年 | 4篇 |
1965年 | 1篇 |
1935年 | 1篇 |
1933年 | 2篇 |
1928年 | 6篇 |
1927年 | 2篇 |
1925年 | 2篇 |
1843年 | 4篇 |
排序方式: 共有225条查询结果,搜索用时 15 毫秒
61.
It is estimated that in 1986 40‐50% of children in England aged 3 and 4 were attending pre‐school playgroups. Another 20% were receiving education in nursery schools and classes, mostly part time, whilst a further 20% were in the reception classes of infant schools, mostly full time. Using data on the provision of these services within each local authority in England it is shown that the numbers of nursery education and of playgroup places are strongly negatively correlated. Combining these statistics with data from the 1981 Census it is also shown that the rates of provision are strongly related to the socio‐economic characteristics of the authorities, such that playgroups predominate in the more affluent areas whereas high levels of nursery education are found in urban areas with more material disadvantage. 相似文献
62.
63.
M H Moss 《Exceptional children》1968,35(4):303-306
64.
This paper utilises critical discourse analysis to explore and discuss the expression of health within physical education (PE) curricula in secondary schools in England and Wales. The study adopted a case study approach, involving three state secondary schools in England and two in Wales. Data were drawn from interviews with PE teachers and health-related school documentation in the five schools plus observation of a health-related unit of work in one of the schools. The expression of health in PE broadly reflected ideologies associated with promoting ‘fitness for life’ and ‘fitness for performance’. The extent to which teachers could express their favoured discourses in policy and practice was partly determined by their position of power, relative to others within the department, although they could find ways of privileging their favoured discourse in their own lessons. Curiously, rhetorical ‘fitness for life’ discourses were commonly expressed through ‘fitness for performance’ practices in the form of testing and training activities. These were found to be the most common contexts for the delivery of health-related learning. In terms of Bernstein's location of discourses within contexts of educational systems, the findings suggest that recontextualisation of statutory PE curricula occurred at the site of the relocation of discourse (in this case, within PE departments in secondary state schools), resulting in the privileging of discourses heavily influenced by sport- and fitness-related ideologies. Improved awareness of the expression of health in secondary school PE curricula should help to better understand and address the complex tensions between health-related policies and practices in schools. 相似文献
65.
Pamela A. Moss 《Educational Measurement》1995,14(2):5-13
Should the Standards reflect the perspective that construct validity is central to all validation efforts? Is the construct-/content-/criterion-related categorization of validity evidence now obsolete? Should the definition of validity include consideration of the consequences of test use? 相似文献
66.
Use of electronic surveys in course evaluation 总被引:3,自引:0,他引:3
Jaclyn Moss & Graham Hendry 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(5):583-592
The growth of e–Universities and flexible delivery in higher education may also lead to increased use of electronic course evaluation methods. The effectiveness and methodology of electronic surveys are discussed. In the graduate–entry, problem–based University of Sydney Medical Program extensive use is made of web technologies for curriculum delivery and evaluation. The design and response rates for web–based "End of Year" student evaluation surveys in the medical program are reported for the period 1997–2001. To be used successfully in course evaluation, online surveys should be infrequent, short, simply designed and free from password access, and de–identified results should be displayed to students on their completion of a survey. 相似文献
67.
ABSTRACTThis paper presents research on movements involved in the lives of international university students and their accompanying family members. Located in the framing of new empiricisms and new materialisms, a posthumanist approach is offered as a way to move beyond the limitations of a focus on the educational mobilities of individualised self-contained student subjects. The research this paper draws on engages a diffractive visual methodology involving interview encounters with women who each moved from Iran to Australia together with their partner and children. A materialist feminist approach enables the consideration of how a variety of entangled movements and animated affects shape the lives of international student families. The utility of this approach becomes the inspiration for thinking through the concept of ‘intra-active becoming in movement’. This brings a refreshed set of practices for designing higher education experiences for international students that resists the divisiveness of binary oppositions in Western thought. 相似文献
68.
69.
Geoff Moss 《Children‘s Literature in Education》1991,22(3):195-204
He has contributed to theChildren's Literature Association Quarterly, and his work relating critical theory to experimental texts for children will appear in the forthcomingChildren's Literature: Contemporary Criticism, edited by Peter Hunt. 相似文献
70.
The purpose of this article is to share ideas from 5x5x5=creativity, a research initiative established in Bath (UK) in 2000, with the aim of developing and embedding a creative and reflective pedagogy in schools and early years settings. 5x5x5=creativity research, in partnership with schools, educators, artists, creative professionals, mentors and cultural centres, aims to raise the aspirations and improve the life chances of children and young people as creative learners. In our research we want to develop creative reflective practice and influence systemic educational change. This research defends the special role of the arts in developing a more flexible concept of education through curiosity and creativity, together with the capacity for the arts for allows ‘possibility thinking’ through a creative and critical pedagogy. In this article we analyse the impact of the artists’ involvement on the development of a creative, reflective pedagogy in schools. As both artists and educators we believe it is necessary to challenge current orthodoxies and establish creative and critical thinking at the heart of learning for both children and adults. 相似文献