全文获取类型
收费全文 | 267篇 |
免费 | 5篇 |
专业分类
教育 | 228篇 |
科学研究 | 5篇 |
各国文化 | 1篇 |
体育 | 10篇 |
文化理论 | 3篇 |
信息传播 | 25篇 |
出版年
2023年 | 1篇 |
2022年 | 3篇 |
2021年 | 3篇 |
2020年 | 10篇 |
2019年 | 8篇 |
2018年 | 10篇 |
2017年 | 14篇 |
2016年 | 5篇 |
2015年 | 6篇 |
2014年 | 12篇 |
2013年 | 48篇 |
2012年 | 7篇 |
2011年 | 8篇 |
2010年 | 11篇 |
2009年 | 5篇 |
2008年 | 6篇 |
2007年 | 4篇 |
2006年 | 5篇 |
2005年 | 8篇 |
2004年 | 7篇 |
2003年 | 6篇 |
2002年 | 5篇 |
2001年 | 8篇 |
2000年 | 8篇 |
1999年 | 6篇 |
1998年 | 3篇 |
1997年 | 6篇 |
1996年 | 4篇 |
1995年 | 1篇 |
1994年 | 4篇 |
1993年 | 4篇 |
1992年 | 4篇 |
1991年 | 3篇 |
1990年 | 2篇 |
1989年 | 4篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1977年 | 1篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1973年 | 6篇 |
1971年 | 1篇 |
1959年 | 1篇 |
1940年 | 2篇 |
1939年 | 1篇 |
排序方式: 共有272条查询结果,搜索用时 15 毫秒
41.
Claire Cassidy Helen Marwick Lynn Deeney Gillian McLean 《Emotional and Behavioural Difficulties》2018,23(1):81-96
This study examined the effectiveness of Community of Philosophical Inquiry (CoPI) as an inclusive pedagogical approach by which to support the communicative interaction and opportunities for collaborative dialogue for children with social, emotional and behavioural needs in two mainstream classes. There is currently no empirical work that considers children with these particular needs participating in practical philosophy, particularly in CoPI. Two groups of children, aged between nine and twelve, engaged in CoPI over a period of 10 weeks. The philosophy sessions were conducted as part of the regular class work. The results show that the children were able to engage in collaborative, philosophical dialogue with their peers without being any more disruptive than their classmates. The findings of this study lead to the assertion that it is the structure of CoPI that supported the children’s engaged participation and self-regulation and that this might usefully be considered in creating classroom activities for all children. 相似文献
42.
Linda Banwell Kathryn Ray Graham Coulson Christine Urquhart Ray Lonsdale Chris Armstrong Rhian Thomas Siân Spink Alison Yeoman Roger Fenton Jennifer Rowley 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(5):607-616
This article aims to provide a baseline for future studies on the provision and support for the use of digital or electronic information services (EIS) in further education. The analysis presented is based on a multi‐level model of access, which encompasses access to and availability of information and communication technology (ICT) resources, access to and availability of EIS resources, and the third leg of staff skills and their development. The research was conducted within the third cycle of the JISC (Joint Information Services Committee) User Behaviour Monitoring and Evaluation Framework, in 2001/2002. Evidence was gathered from library and information service web sites and various stakeholders, including library and information service staff, academic staff and students to generate insights into the provision of access to EIS in further education. Sector‐wide funding initiatives have had a significant impact on ICT infrastructures, and these attract a positive response from students. EIS are represented on some library web sites but both web site development and EIS availability is very much less advanced than in higher education. Staff, however, lack sufficient dedicated access to ICT to be able to develop their own skills and use. There remains a low level of access to electronic information resources, with only limited access to these resources through library web sites. LIS managers face a number of challenges in enhancing this provision, including licensing arrangements, tight budgets that need to be spread across many discipline areas, and the absence of EIS designed specifically for the further education student. The other key challenge lies in the provision of time and opportunity for academic and LIS staff to develop their ICT and EIS skills, and, more generally in the further development of the role of Information and Learning Technology (ILT) Champions. 相似文献
43.
Gillian I. Eriksson 《High Ability Studies》1993,4(1):86-94
This paper presents an insight into the productive abilities of the disadvantaged gifted child that forms the foundation for a transition curriculum. A model for maximizing the inner and outer world of the child is presented, integrated into this transition from “streetwise” abilities which are contextually relevant. Despite political turmoil, the Third World challenge is to provide a curriculum to develop both a positive self and a constructive view of the future. Programmes in action for disadvantaged children in South Africa are reviewed. 相似文献
44.
Gillian Plummer Corresponding author 《Changing English: An International Journal of English Teaching》2005,12(1):63-72
Working in a country where the work culture is unknown to you—Oman in the Middle East—you are faced with yourself. What you need is a profound knowledge of the cultural, social and educational surroundings you are working in, which I did not have. Coming from a working‐class background, I was not unfamiliar with adjusting to cultural differences, but here I was the ‘advantaged’. I was the ‘expert’, with western knowledge: highly valued by some, feared by others. Living up to your expert role in unknown territory is a daunting process, as this article highlights. 相似文献
45.
The Lesson Study for Accessible Science (LSAS) project created middle school teams comprised of both science and special education teachers who engaged in collaborative work to improve instruction in inclusive classrooms. The intervention is based on Lesson Study, a professional development approach that originated in Japan, which supports the systematic examination of practice and student understanding. Using an experimental design, teams of teachers were randomly assigned to the LSAS intervention or to a wait‐list comparison group. The results of this study suggest that science and special educators in the LSAS intervention were able to generate more accommodations for students with learning disabilities, and they increased their ability to set an instructional context and adapt an instructional plan to meet science learning goals for all students in an inclusive classroom. They did not, however, show significant increases in their knowledge of science content or learning disabilities. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1012–1034, 2012 相似文献
46.
Gillian U. Bayne 《Learning Environments Research》2012,15(2):231-250
This research is distinctive in that a mixed-methods approach, employing both cogenerative dialogues and student responses from the Constructivist Learning Environment Survey (CLES), was used to help to understand 9th grade urban students?? experiences in their biochemistry class in New York City. Factor analyses of student responses demonstrated that empirically there were four robust scales rather than five. Qualitative analyses, using cogenerative dialogues and informal interviewing, demonstrated that more adaptable forms of teaching, learning and assessing could support a variety of students. Shared with students, the contents of the CLES and cogenerative dialogues created opportunities for understanding ontologies and helped to create, access and appropriate resources that assist in bringing about success in the science classroom. 相似文献
47.
Courtney M. Haight Gillian V. Chapman Marisa Hendron Rachel Loftis Christopher A. Kearney 《Psychology in the schools》2014,51(7):779-787
Many schools are faced with the prospect of soaring absenteeism rates, despite the use of traditional truancy courts and other legal interventions. A recent trend in the literature has been to explore alternative, hybrid, and multidisciplinary approaches to address the underlying obstacles to school attendance. These programs are often integrated into schools to reduce stigma and transportation burdens on families. The present study involved an evaluation of a truancy diversion program in nine at‐risk middle schools in an ethnically diverse sample. Graduates from the program demonstrated significant declines in internalizing and externalizing behavior problems. In addition, participants and their parents expressed high levels of perceived improvement in academic performance. Academic tutoring was found to differentiate program graduates from nongraduates. Results are preliminary but discussed within the context of the role of school attachment in truancy diversion programs. 相似文献
48.
Gillian Morantz Donald C. Cole Samuel Ayaya David Ayuku Paula Braitstein 《Child abuse & neglect》2013
Objectives
This study aims to determine the prevalence of maltreatment experienced by institutionalized children prior to their admission to Charitable Children's Institutions (orphanages) in western Kenya, and to describe their socio-demographic characteristics, reasons for admission, and the factors associated with prior experiences of maltreatment.Methods
A systematic file review was undertaken in five CCIs. Demographic, prior caregiving settings and maltreatment data were extracted. Forms of maltreatment were recorded according to WHO and ISPCAN guidelines. Logistic regression was used in bivariate and multivariable analyses of factors associated with reasons for placement and forms of maltreatment.Results
A total of 462 files were reviewed. The median (interquartile range) age of children was 6.8 (5.08) years at admission, 56% were male, and 71% had lost one or both parents. The reasons for admission were destitution (36%), abandonment (22%), neglect (21%), physical/sexual abuse (8%), and lack of caregiver (8%). The majority of child and youth residents had experienced at least one form of maltreatment (66%): physical abuse (8%), sexual abuse (2%), psychological abuse (28%), neglect (26%), medical neglect (18%), school deprivation (38%), abandonment (30%), and child labor (23%). The most common reason for non-orphans to be admitted was maltreatment (90%), whereas the most common reason for orphans to be admitted was destitution (49%). Girls (adjusted odds ratio, AOR: .61, 95% CI: .39–.95) and orphans (AOR: .04, 95% CI: .01–.17) were both independently less likely to have a history of maltreatment irrespective of whether it was the reason for admission. Children whose primary caregiver had not been a parent (AOR: .36, 95% CI: .15–.86) and orphans (AOR: .17, 95% CI: .06–.44) were less likely to have been admitted for maltreatment, while children who were separated from siblings were more likely to have been admitted for maltreatment (AOR: 1.62, 95% CI: 1.01–2.60).Conclusions
The high prevalence of maltreatment prior to admission, particularly among nonorphans, suggests the need for better child abuse and neglect prevention programs in communities, and psychosocial support services in institutions. The significant proportion of children admitted for poverty, predominantly among orphans, indicates that community-based poverty-reduction programs might reduce the need for institutionalization. 相似文献49.
50.