全文获取类型
收费全文 | 393篇 |
免费 | 5篇 |
专业分类
教育 | 311篇 |
科学研究 | 11篇 |
各国文化 | 2篇 |
体育 | 40篇 |
文化理论 | 4篇 |
信息传播 | 30篇 |
出版年
2023年 | 3篇 |
2021年 | 6篇 |
2020年 | 5篇 |
2019年 | 13篇 |
2018年 | 16篇 |
2017年 | 18篇 |
2016年 | 20篇 |
2015年 | 16篇 |
2014年 | 16篇 |
2013年 | 90篇 |
2012年 | 14篇 |
2011年 | 15篇 |
2010年 | 10篇 |
2009年 | 7篇 |
2008年 | 14篇 |
2007年 | 13篇 |
2006年 | 7篇 |
2005年 | 10篇 |
2004年 | 10篇 |
2003年 | 12篇 |
2002年 | 6篇 |
2001年 | 2篇 |
2000年 | 5篇 |
1999年 | 3篇 |
1998年 | 3篇 |
1997年 | 4篇 |
1996年 | 7篇 |
1995年 | 4篇 |
1994年 | 4篇 |
1993年 | 2篇 |
1992年 | 4篇 |
1991年 | 3篇 |
1990年 | 3篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1987年 | 5篇 |
1986年 | 6篇 |
1985年 | 2篇 |
1984年 | 2篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1979年 | 3篇 |
1977年 | 1篇 |
1968年 | 1篇 |
排序方式: 共有398条查询结果,搜索用时 15 毫秒
251.
Greg Wiggan 《The Urban Review》2014,46(3):476-492
The preponderance of the research on African American students has generally focused on issues of school failure and underperformance. While the literature on high achieving Black students is sparse, very little is known about these students’ school experiences and the meanings that they assign to achievement. Using student-based inquiry research, this study investigates the meaning of school achievement among high-performing African Americans. The findings reveal that the students were not convinced that standardized examinations, and to a lesser extent course grades, were accurate or valid measures of achievement. Thus, they challenged the dominant achievement paradigm and created their own sense of school success, which included social dimensions such as community involvement and personal growth and development. Although collectively the students concluded that standardized exams and grades were not achievement or accurate measures of achievement, yet they clearly knew how to ‘play the game.’ While students must meet the norms of standardized measures and end-of-course testing related to the Common Core, schools can respond to their diverse assessment needs by incorporating broader measures that include, but are not limited to standardized tests. The findings of this study and student recommendations have great implications for teacher education and student assessment. 相似文献
252.
Activity Structures and the Unfolding of Problem-Solving Actions in High-School Chemistry Classrooms
In this paper, we argue for a more systematic approach for studying the relationship between classroom practices and scientific practices—an approach that will likely better support the systemic reforms being promoted in the Next Generation Science Standards in the USA and similar efforts in other countries. One component of that approach is looking at how the nature of the activity structure may influence the relative alignment between classroom and scientific practices. To that end, we build on previously published research related to the practices utilized by five high-school chemistry teachers as they enacted problem-solving activities in which students were likely to generate proposals that were not aligned with normative scientific understandings. In that prior work, our analysis had emphasized micro-level features of the talk interactions and how they related to the way students’ ideas were explored; in the current paper, the analysis zooms out to consider the macro-level nature of the enactments associated with the activity structure of each lesson examined. Our data show that there were two general patterns to the activity structure across the 14 lessons scrutinized, and that each pattern had associated with it a constellation of features that impinged on the way the problem space was navigated. A key finding is that both activity structures (the expansive and the open) had features that aligned with scientific practices espoused in the Next Generation Science Standards—and both had features that were not aligned with those practices. We discuss the nature of these two structures, evidence of the relationship of each structure to key features of how the lessons unfolded, and the implications of these findings for both future research and the training of teachers. 相似文献
253.
Lisa Gibbs Elyse Snowdon Karen Block Hugh Colin Gallagher Colin MacDougall Greg Ireton 《Pastoral Care in Education》2014,32(1):68-87
The impact of disasters on the mental health, well-being and social inclusion of children and young people is well established. However, there is very limited evidence about effective community-based interventions to support positive outcomes. In this paper, we review the empirical and theoretical evidence and propose a conceptual framework to guide longer term community-based interventions, modified from an already developed multidimensional framework for refugee integration. We demonstrate its relevance, with some adjustments, through alignment with the disaster literature, particularly as it relates to children and young people. We also pilot the framework by applying it to an analysis of the services and initiatives delivered to support children and young people following the 2009 Victorian bushfires in Australia. The results suggested a concentration of funding on individually oriented, mental health programmes targeting secondary school-aged students. This may indicate under-resourcing of initiatives for younger children. There also appeared to be very limited inclusion of programmes aiming to re-establish a sense of safety and stability. Despite recognition of the important role of schools in supporting children and young people post-disaster, the analysis of initiatives indicated there was limited external funding support for school-based programmes. There were promising indications of programmes providing opportunities for children and young people to develop citizenship in the post-disaster recovery context, and scope for this to be extended to preparedness and response roles. 相似文献
254.
255.
256.
John W. Fantuzzo Kenneth Polite David M. Cook Greg Quinn 《Psychology in the schools》1988,25(2):154-163
The review contains a comprehensive evaluation of studies that have directly compared school-based, teacher- vs. student-management interventions. A search of the PSYCHINFO and ERIC databases produced 26 comparison studies out of a pool of 961 references. The review was limited to studies with nonretarded students in elementary school settings. This review assessed the number of self-management components in each self-management intervention, evaluated the relative effectiveness and generalization of these procedures, and assessed the relationship between the degree of self-management and the resulting treatment and generalization effects. It was found that student-management interventions resulted in greater treatment effect sizes than those of the teacher-management interventions. There also appeared to be a significant positive relationship between the number of intervention components that were student-managed and the treatment effect size. 相似文献
257.
258.
The Stirling Children’s Well-being Scale (SCWBS) was developed by the Stirling Council Educational Psychology Service (UK) as a holistic, positively worded measure of emotional and psychological well-being in children aged eight to 15 years. Drawing on current theories of well-being and Positive Psychology, the aim was to provide a means of measuring the effectiveness of interventions and projects designed to promote children’s well-being and emotional development.
A total of 18 schools and 1849 children participated in the construction and validation of the scale, which ultimately emerged as a short, robust measure comprising 12 items. The scale is offered for use by educational and health professionals interested in promoting and measuring the emotional development and well-being of children and the effectiveness of interventions. 相似文献
259.
VOICES IN EDUCATION: ACCOUNTABILITY IN TEACHER EDUCATION AND THE NATIONAL COUNCIL ON TEACHER QUALITY
Abstract This article explains several reasons why multicultural preservice teacher education is important and suggests some ways it can be better accomplished. The authors make a strong case for teacher education programs to be more deliberate about preparing European Americans to teach ethnically diverse students of color. They argue that this explicit professional preparation is needed because of the increasing racial, cultural, and linguistic divide between teachers (predominately European American) and K–12 students (increasingly from ethnic groups of color). Two other factors underscore the need for more multicultural teacher education: the fear of diversity and the resistance to dealing with race and racism frequently expressed by students enrolled in teacher education programs. To overcome these problems and better prepare preservice teachers to work effectively with ethnically diverse students the authors suggest a two‐part program of professional development. 相似文献
260.