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61.
Geoff Woolcott Robyn Keast Daniel Chamberlain Ben Farr-Wharton 《Quality in Higher Education》2017,23(2):120-137
Discussions of support and intervention in undergraduate university education are dominated by discussion of attrition. This study quests more broadly in arguing that support and intervention for undergraduate students may also benefit from models of engagement and success as well as conventional risk and failure. Supporting this proposition is a study that involved multifactorial approaches based in a combination of aspects of social network theory and social ecology theory. Analysis was enacted through social network analysis of archival data sets derived from a single cohort of 4065 undergraduate students at a regional Australian university. The findings suggest that models of academic success are suited to examination of the broader issues of student agency and undergraduate university education. The success networks developed are uniquely student-centred and place-based and may serve as more nuanced models for university intervention and support structures and mechanisms. 相似文献
62.
This article compares the results obtained from using two different methodological approaches to elicit teachers' views on their professional role, the key challenges and their aspirations for the future. One approach used a postal/online questionnaire, while the other used telephone interviews, posing a selection of the same questions. The research was carried out on two statistically comparable samples of teachers in England in spring 2004. Significant differences in responses were observed which seem to be attributable to the methods employed. In particular, more ‘definite’ responses were obtained in the interviews than in response to the questionnaire. This article reviews the comparative outcomes in the context of existing research and explores why the separate methods may have produced significantly different responses to the same questions. 相似文献
63.
Geoff Teece 《British Journal of Religious Education》2008,30(3):187-198
This article is a revised version of the author’s contribution to the 2006 meeting of the International Seminar on Religious Education and Values in Driebergen, the Netherlands and is concerned with the need for continuing discussion about the identity of religious education. The article begins by arguing that, despite current criticisms, Smart’s original intentions for phenomenological religious education were far from inappropriate for a critical religious education. It then attempts to introduce some fresh ideas about how we might understand the commonly used terms of learning about and from religion. It suggests that in learning about religion it is important to engage students with the soteriological dimensions of religious traditions. The article then goes on to offer a revised version of learning from religion based on the Mahayana Buddhist concept of upaya or ‘skilful means’. 相似文献
64.
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
65.
Richard Curtain Geoff Hayton 《Assessment in Education: Principles, Policy & Practice》1995,2(2):205-224
National skill formation strategies based on competency standards are a recent feature of the Anglo‐American economies. These strategies reflect a response to the widespread evidence of market failure in training in these economies. This article explores the similarities and important differences in standards frameworks between Australia, the United Kingdom and New Zealand. 相似文献
66.
Geoff Ring 《British journal of educational technology : journal of the Council for Educational Technology》1991,22(3):210-215
The primary aim of the study was to investigate student reactions to the use of courseware as a learning tool in the classroom, particularly the effect of gender. The study involved young school students in a systematic and documented courseware review process. Students as a whole were enthusiastic about using courseware as a tool for learning in the classroom, with a large majority of students endorsing both its motivational appeal and its educational value. Despite this overall positive attitude, however, the data showed important differences between the reactions of male and female students to courseware, male students being more confident about using computers as a learning tool than female. The major implication for educational practice is that teachers, while trying to instil a confident attitude in all their students towards using courseware, should be aware of the particular need to build confidence among female students. 相似文献
67.
Geoff Whitty 《British Journal of Sociology of Education》1997,18(2):149-163
This paper looks back at the career of the sociologist Karl Mannheim, who died 50 years ago. It considers how far Mannheim's work remains relevant and discusses what lessons it may still have to offer. Quoting Sir Fred Clarke as saying that educational theory and education policy that took no account of changes in the wider social order would be not only blind but positively harmful, the paper suggests that a similar case applies today. It therefore remains essential that Mannheim's legacy is preserved and that the sociological imagination is exercised in relation to contemporary education policy and education research. In the light of Mannheim's own shift from diagnosing the crisis to prescribing the remedies, the paper also reflects on how far it is legitimate for sociologists of education to make such a move. Finally, the paper considers how Mannheim's notion of planning for democracy might be superseded by more genuinely democratic forms of education policy‐making in the aftermath of current neo‐liberal policies of deregulation. 相似文献
68.
Years of experience, education level, and subject matter expertise are three measures of teacher qualification that are employed widely in contemporary educational policies including tenure, salary, and hiring, despite significant questions about their effectiveness at predicting student performance. These questions reveal a critical gap in the literature, concerning, in particular, the enduring impact of teachers' qualifications on students' educational experiences, and they ways in which related research has traditionally been framed and conducted. Specifically, studies examining these predictors have focused almost exclusively on investigating the role that an individual teacher's qualifications have on students' performance. In schools, however, students are exposed to different teachers every year, and those teachers often have differing qualifications. This study explores the impact of teacher qualification from a cumulative perspective by examining the relationship between cumulative science teachers' qualifications (measured by years of experience, education level, and subject matter expertise) and students' educational success (academic achievement, college enrollment, and decision to major in a Science, Technology, Engineering, or Mathematics field). The study found that students taught by science teachers who—as a group—were cumulatively more highly qualified, tended to have higher achievement, as well as better educational pathways and outcomes in STEM. Given that students are taught by teachers from across a broad spectrum of qualification throughout their schooling, findings from this study could have important implications, not only for research and practice, but also for education policy. 相似文献
69.
Kathy Seddon Keith Postlethwaite Geoff Lee 《Education and Information Technologies》2011,16(4):343-363
This study explored the range of participation taking place in the National College for School Leadership (NCSL) online communities
and focussed on participants who defined themselves as not actively contributing to the online discussion. We called these
non-contributory participants “readers” Whilst we recognised that an individual community member’s degree of participation
might simply reflect their choice, we wanted to ensure that where fuller active participation was sought, there were no system
or personal barriers to prevent it. A literature review with a dual focus was therefore made, the first element being factors
in the online environment that might affect participation, and the second being personal motivation where we drew especially
on dynamic motivation theory. A questionnaire was constructed based on this dual review. This had questions that generated
both numerical and text based responses. After a pilot study, alterations in the questionnaire were made and the revised version
was sent to 2,600 recently active community members. Over 750 replies were received yielding qualitative and quantitative
data. Of these, 587 identified themselves as “readers” and only their responses were analysed for this paper. Analysis produced
a very rich picture of motivational factors affecting participation in online communities. Benefits of various types of online
interaction were put forward and suggestions about barriers to online interaction were made. This paper suggests that online
participation may be seen as a continuum and that non contributory online participants (readers) are a far from homogeneous
group ranging from those who experience technical and personal barriers to those who value and gain much from readership.
Suggestions are made to assist readers who would like to take further scaffolded steps towards the role of contributor 相似文献
70.
The purpose of this pilot study was to examine how one primary school implements Information and Communication Technologies in Education (ICTE). The principal, IT coordinator and two class teachers were interviewed to determine their views of how ICTE was being implemented. Activity theory was used as a means of analysing the data. The findings suggest a range of views about ICTE existed within the school. The implications suggest it is important for schools to recognise the different views of ICTE existing in their communities and to take cognisance of this when, for example, planning professional development. The study also suggests that more sensitive analytical approaches need to be developed to enable more critical evaluations of ICTE's implementation within schools to be made. 相似文献