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71.
Gerry Czerniawski 《欧洲师范教育杂志》2011,34(4):431-447
Within the context of globalisation, this article problematises some of the literature on teachers’ professional identities in which a convergence and homogenisation of the profession is implied. It achieves this by focusing on the early experiences of 32 newly qualified teachers in Norway, Germany, and England. The article explores conceptions of identity, deployed for this research, relating these to high- and low-trust forms of trust and accountability in teaching. Aspects of similarity and difference between the three education systems are then used to focus on generic as well as culturally specific issues raised by some of the interview extracts. 相似文献
72.
73.
This paper attempts to provide an overview of the key assumptions underpinning the Whole School
Evaluation (WSE) inspection policy developed in Ireland since 2003. Beginning with a documentary analysis the paper argues that the
capacity to generate useful self evaluative data in schools was seen as being at the heart of the model of school evaluation
proposed by the Department of Education and Science. It further suggests that while the rhetoric of self evaluative capacity
building has been key to the emerging system the lack of a meaningful structural response within schools means that this has
remained aspirational. The latter part of the paper seeks to test this contention, examining the research base in the area
of school evaluation and inspection in Ireland and conducting a number of targeted focus groups with school leaders. For the
most part the initial contention is confirmed although there is a sense that there may be significant new pressures emerging
in the near future that could cause the whole system to be revisited and perhaps be radically overhauled. An initial indicator
of these potential changes can be seen in the emergence of a refined WSE Management, Leadership and Learning inspection policy
which has yet to be widely implemented. 相似文献
74.
75.
This article examines the differences in learning support provision for English and mathematics in Irish primary schools. Questionnaires were completed by 172 learning support teachers in Irish primary schools, as part of a national assessment of English and mathematics. Few respondents (3%) provide learning support for mathematics only, over one-third (36%) provide support for English only, and the remainder provided support for both subjects. Despite the implied equivalence of English and mathematics in the Learning Support Guidelines for teachers in Ireland, considerable differences were noted for English and mathematics in terms of caseloads, in-career development, practices and attitudes. Findings provide an indication of provision prior to the introduction of a new ‘general allocation model’ of support announced by the Irish Department of Education and Science. 相似文献
76.
Eileen Kintsch Dave Steinhart Gerry Stahl LSA Research Group LSA Research Group Cindy Matthews Ronald Lamb 《Interactive Learning Environments》2013,21(2):87-109
This paper describes a series of classroom trials during which we developed Summary Street, an educational software system that uses Latent Semantic Analysis to support writing and revision activities. Summary Street provides various kinds of feedback, primarily about whether a student summary adequately covers important source content and fulfills other requirements, such as length. The feedback allows students to engage in extensive, independent practice in writing and revising without placing excessive demands on teachers for feedback. We first discuss the underlying educational rationale, then present some results of the trials conducted with the system. We describe the collaborative process among researchers and teachers which enabled the development of a viable and supportive educational tool and its integration into classroom instruction. 相似文献
77.
78.
Gerry P.T. Finn 《国际体育史杂志》2013,30(13):2255-2287
The development of sport in Ireland was, contrary to some arguments, highly influenced by English examples and Anglo-Irish institutions. Trinity College and prestigious Irish schools did have an impact, as did the number of Irish students sent to England for public school or university education. Athleticism was evident in Ireland as it was in England. Although the development of soccer did follow a slightly different trajectory from other sports, as was also the case in both England and Scotland, this does not mean that it departed from this broad evolutionary model of Irish sport. Yet this was Ireland: and Ireland was different. As opposition to British rule intensified, forms of sporting participation took on more and more of a national symbolism. The outcome was the emergence of a very potent form of athleticism: an Irish athleticism for an Irish people. Les mystères de la Trinité : Université, Ecoles d'élites et Sport en Irlande Contrairement à certaines affirmations, le développement du sport en Irlande a été fortement influencé par des exemples anglais et des institutions anglo-irlandaises. Le Collège de la Trinité et de prestigieuses écoles irlandaises a eu un impact, tout comme les nombreux étudiants irlandais envoyés en Angleterre dans les établissements privés ou les universités. L'idéologie d'Athleticism étaient naturels en Irlande tout comme ils l'étaient en Angleterre. Bien que le développement du football y ait suivi une trajectoire légèrement différente d'autres sports, ainsi que ce fut aussi le cas en Angleterre et en Ecosse, cela ne veut pas dire qu'il ait échappé au modèle évolutif plus large du sport Irlandais. Pourtant c'était l'Irlande, et l'Irlande était différente. Alors que l'opposition aux règles britanniques s'intensifiait, des formes de pratique sportive relevèrent de plus en plus d'un symbolisme national. Le résultat fut l'émergence d'une forme très puissante de sport: un sport irlandais pour les Irlandais. Misterios trinitarios: universidad, escuela de élite y deporte en Irlanda El desarrollo del deporte en Irlanda estuvo muy influenciado por experiencias inglesas e instituciones angloirlandesas, contrariamente a lo que algunos han argumentado. El Trinity College y las escuelas irlandesas más prestigiosas dejaron su huella, así como los numerosos estudiantes irlandeses enviados a escuelas públicas y universidades de Inglaterra. El apego a la cultura física estaba tan presente en Irlanda como en Inglaterra. Si bien el desarrollo del fútbol siguió una trayectoria un poco diferente al de otros deportes, como también ocurrió en Inglaterra y en Escocia, esto no significa que se apartara de este amplio modelo evolutivo del deporte irlandés. Pero esto es Irlanda, e Irlanda es diferente. A medida que se acentuaba la oposición a la dominación británica, las formas de participación deportiva fueron adoptando un simbolismo nacional cada vez mayor. El resultado fue el surgimiento de una forma de cultura física muy potente: una cultura física irlandesa para los irlandeses. Dreifaltige Mysterien: Universität, Eliteschulen und Sport in Irland Entgegen einiger Argumentationen wurde die Entwicklung des Sports in Irland stark von englischen Vorbildern und anglo-irischen Institutionen gelenkt. Das Trinity College und prestigeträchtige irische Schulen übten ihren Einfluss aus, ebenso wie diejenigen irischen Studierenden, die nach England geschickt wurden, um dort an einer Public School oder Universität ausgebildet zu werden. Leichtathletik war in Irland ebenso bekannt wie in England. Ebenso wie in England und Schottland nahm die Entwicklung des Fußballs einen von den anderen Sportarten abweichenden Verlauf. Dennoch bedeutete dies keinen Widerspruch zum allgemeinen evolutionären Modell des irischen Sports. Aber dies war Irland; und Irland war anders. Als sich der Widerstand gegenüber der britischen Herrschaft verstärkte, erhielten Formen sportlicher Betätigung zunehmend einen Charakter nationaler Symbolik. Das Ergebnis war die Entstehung einer sehr mächtigen Art der Athletik: einer irischen Athletik für ein irisches Volk. 相似文献
79.
Ximena Orchard 《Journalism Practice》2018,12(4):422-439
This article explores how journalists negotiate notions of autonomy in their daily exchanges with politicians. Based on qualitative data analysis of semi-structured interviews conducted in Chile, this article argues that, when analysed from the perspective of journalists, notions of autonomy appear to be negotiated in three distinct dimensions. First, a professional narrative built upon news values firmly grounded in commercial considerations; second, an organizational narrative that rests upon editorial lines that occasionally become explicit editorial biases, and third, a sense of belonging to an encapsulated community inhabited by journalists, politicians and communication officers. Data analysis suggests that core claims of autonomy in political reporting stem from values of newsworthiness greatly influenced by a commercial logic of audience maximization. This professional autonomy, though, has to be upheld at the organizational and the relational level, and appears tensioned by the appearance of new media and political actors who push journalists towards a public-oriented role. The implications of these findings for journalistic practice are discussed. 相似文献
80.
Ajzen's Theory of Planned Behavior is used to examine continuing teachers’ plans to remain or resign and the likelihood of resigned teachers to return to teaching in the next 3 years. Specifically, this study examined factors that encourage or hinder resigned teachers from returning to teaching, the importance of such factors, and the importance of those factors for teachers who remained in teaching. We find that family issues are of greatest concern to all teachers, and that leavers place much more emphasis on the time they are able to spend with their families than do stayers. The importance assigned to all factors is influenced by demographic characteristics. 相似文献