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31.
Stephen Gough 《Environmental Education Research》1999,5(4):353-363
Significant life experiences (SLE) research has been the focus of two special issues of Environmental Education Research (EER). This article offers a possible overview of this debate, as seen front a particular academic vantage point. 相似文献
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Noel Gough 《The Australian Educational Researcher》2010,37(4):9-42
This essay brings together two lines of inquiry. Firstly, I revisit research on futures in education conducted during the 1980s and re-examine some of the propositions and principles that this research generated about “the future” as an object of inquiry in education. Secondly, I argue that the language of complexity invites us to rethink education in terms of emergence, and potentially destabilises the instrumentalist rationality that “programs” educational systems to privilege orderly and predictable processes culminating in stable output, a potentiality that may be undermined by a pervasive politics of complexity reduction. I conclude by drawing upon these two lines of inquiry to outline some strategies that might resist complexity reduction and catalyse emergence in Australian educational research as preconditions for inventing possible~impossible futures. 相似文献
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Gerry P. Sweeney 《The Information Society》2013,29(2):113-132
Abstract Developed countries are rapidly evolving into information economies, and given the increasing internationalization of trade and interdependence, developing countries will also have to become information economies if they are to achieve higher economic growth rates. The essence of the information economy is that information is now the main capital input into manufacturing industry and as such is the key input to economic development. The activities of enquiring, communicating, evaluating, and deciding have become the activities absorbing the major proportion of national resources, with the need to know of the business decision‐maker as the main driving force. In developed information economies, industrial firms have become learning systems and a new division of labor in the economic productive system has evolved. The government‐controlled primary information sector is the source of much of the information input and the provider of the means of information transfer. Developing countries must develop their own primary information sectors as an integrated part of the agricultural and manufacturing sectors. The problems of developing countries are highlighted in the isolation on the one hand of their information generating sectors from the productive sector and on the other of the native small firm sector from all sectors of information. Telematics, as the integration of computing, communication, and information services offers the means to integrate national resources with international and supply the required inputs to local agricultural and industrial development. 相似文献
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Academics teaching large and highly diverse classes are familiar with the inevitable effect this has on promulgating teaching and assessment practices to ‘middle of the distribution’, thus ignoring the distribution extremes. Although the literature documents a wide range of strategies for supporting poor-performing students in large class settings, very little work has been reported on catering for more capable students who may feel frustrated and poorly challenged in such settings. This paper reports on the introduction of alternative assessment tasks into two first-year science units of study, with the aim of providing more challenging learning opportunities for high-performing students. It analyses student engagement with and perception of alternative assessment, and concludes that such opportunities are well received by students, even when no additional marks are available nor special credit recognition given for completing an advanced task. 相似文献
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The background to the radical reform of higher education in the United Kingdom since the mid-1980s is given with stress on the idea that a motivating factor has been a misunderstanding of classical economics on the part of neo-liberal higher education administrators. Among the reforms that have been imposed, for the most part, from above have been modularization of the course structure and the semesterization of the academic year. Using a Likert-scale format, the authors have polled a sampling of faculty members at a given UK university. Their preliminary set of results, based on what they admit is a small sampling, indicates widespread faculty disapproval at the way modularization and semesterization were imposed at this university. 相似文献
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Gerry Czerniawski Donald Gray Ann MacPhail Yvonne Bain Paul Conway Ainat Guberman 《师资教育杂志》2018,44(2):133-148
Against a rapidly changing policy landscape for teacher education, exacerbated by ‘Brexit’ in the UK, findings are presented from an electronic survey of 272 higher-education based teacher educators in England, the Republic of Ireland and Scotland about their experiences of, and priorities for, professional learning. While the data generated were mainly quantitative data, qualitative features were embedded within the survey design. Both types of data have been used to draw out complexities that emerge when exploring a professional group of educators responsible for the preparation of a future generation of teachers. The findings are presented and discussed in relation to the professional demographics of the sample, research expectations placed on them and teacher educators’ priorities for professional learning. Given the unique occupational position of teacher educators, their importance in the quality of teacher education and the lack of formal focus on their professional development, our starting point for teacher educators’ professional development lies in their practice situated and positioned within global, regional, national and local policy contexts. 相似文献