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101.
Monique Boekaerts Gerard Seegers Harriet Vermeer 《Educational Studies in Mathematics》1995,28(3):241-262
This article describes a model of adaptable learning which takes account of the interaction between affective and cognitive variables in learning situations. In addition, an instrument for measuring the relevant aspects of this model is introduced. We present some initial results of the application of this instrument in the domain of mathematics learning by students in the final year of primary education. Emphasis is placed on differences between boys and girls. 相似文献
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103.
This study examined age differences in young people's understanding of evolution theory in secondary school. A second aim of this study was to propose a new coding scheme that more accurately described students’ conceptual understanding about evolutionary theory. We argue that coding schemes adopted in previous research may have overestimated students’ grasp of evolutionary concepts. A total of 106 students aged 12, 14, and 16 took part in individual interviews investigating their understanding of evolution. Using the new coding scheme, we found that while 16‐year olds were more likely than 12‐year olds to endorse scientific concepts when answering a question about finches, their understanding of natural selection, however, did not generalize to the other four questions. Furthermore, students began to incorporate relevant terminology (e.g., adapt, evolve, etc.) and structure their explanations using relevant language at around age 14. Students often used relevant terminology without having a more advanced understanding of evolutionary theory. Instead, they used the relevant terms in a colloquial rather than a scientific sense. Implications of the current findings for teaching and theory are discussed. © 2016 The Authors. Journal of Research in Science Teaching published by Wiley Periodicals, Inc. on behalf of National Association for Research in Science Teaching. J Res Sci Teach 54: 247–273, 2017 相似文献
104.
Harriet Silius 《Higher Education》1987,16(4):417-432
The last decades have offered social scientists an abundance of material for studies of governmental reform policy in the area of higher education. Reforms of educational politics have been legion in great parts of the world, probably in a particulary high degree in Europe. My purpose is to describe Finnish higher education policy during the last two decades in the four policy areas of (1) quantitative planning and regionalization, (2) social recruitment, (3) governance, and (4) teaching and studies as compared to the development of Western Europe. In the second part of this paper the implementation of the Finnish higher education reforms is analyzed. The third part analyzes the development of the Finnish higher education system and focuses on the various alternatives not chosen by the government. In the final part I discuss the recent trends in Finnish higher education in respect to consistency and change. 相似文献
105.
Gabrielle Rappolt-Schlichtmann Harriet R. Tenenbaum Margy F. Koepke Kurt W. Fischer 《Mind, Brain, and Education》2007,1(2):98-108
ABSTRACT— Contextual support for performance and understanding plays an important role in learning and teaching. This study investigated the temporal course of the effects of support—how it affects complexity and correctness of judgments about density in kindergarten ( n = 35) and second-grade ( n = 29) children. In the experimental group, a teacher provided support through modeling more complex reasoning about why objects sink or float. Children's complexity judgments increased sharply with support compared to no support, although their predictions about whether objects would sink or float were mostly correct from the start. Following the support event, children showed a sudden jump in complexity of explanations, which was transient for most children, who showed either rapid decrease or some oscillation and then decrease. A few sustained the high-level explanation after the jump, showing robust knowledge. That is, patterns of performance across trials were primarily nonlinear, following mostly cubic or quadratic change. In addition, second-graders had a more complex understanding of density than did kindergarteners. Findings indicate that children's concepts are dynamic rather than static, as evidenced by the strong but transient effects of support for most students. To move from transient to robust knowledge requires the building of knowledge and skill over time. 相似文献
106.
Craig A. Talmage Rob Mark Maria Slowey Richard C. Knopf 《International Journal of Lifelong Education》2016,35(5):537-554
AbstractThe global society is facing a new burgeoning element: an ageing population. Response to the educational needs and interests of older adults requires innovative pedagogies and practices of teaching, research, and community engagement. While traditionally geared towards provision for younger adults, the case is presented that universities have the potential to play a major role in innovation for later life learning for older adults. This article outlines one approach, the Age Friendly University (AFU) and highlights 10 principles that offer a possible guide for innovation and institutional change. The integration of AFU’s mission and principles into three universities is reflected in stories from three university cases in Ireland, the UK (Scotland) and the USA exploring potential merits and also major challenges. It is argued the AFU has the potential to bring social, personal and economic benefits to older adults and universities alike. 相似文献
107.
Harriet Jones Kay Yeoman Emma Gaskell John Prendergast 《Assessment & Evaluation in Higher Education》2017,42(8):1233-1246
The transition between school and university can be problematic for students. Understanding students’ expectations about the system they are entering is crucial in effecting a smooth transition. The school system involves small classes, often with teachers who know their students well. In contrast, university involves large class sizes and a degree of anonymity for the student. In the UK, National Student Survey responses for universities show that students are generally less happy about feedback relative to most other issues. The current study investigates school students’ expectations about assessment and feedback practices at university. Students were surveyed across Great Britain in 2006 and 2013. There were some significantly different responses from students between the two years of study in how coursework would be handled, but there were also many areas of consistency, demonstrating a clear pattern of expectation. For example, in both years of study 80% of students expected personal verbal feedback on their university assignments. This study discusses how student expectations may be based on their school experiences, rather than considering the reality of the university system they are entering. Misconceptions may be affecting students’ responses to surveys on assessment and feedback. 相似文献
108.
Mikulas Pstross Trudy Corrigan Richard C. Knopf HeeKyung Sung Craig A. Talmage Carmel Conroy Cathy Fowley 《Innovative Higher Education》2017,42(2):157-171
This article focuses on the role of universities in the promotion of intergenerational learning and the facilitation of reciprocal sharing of expertise among learners of all ages. The principles of the Age Friendly University are used as a particular lens for interpreting two university programs, one in the United States and one in Ireland. Though different in operational implementation, core commonalities emerged within the nature of benefits to younger learners, older learners, the university, and the community. A review of these benefits illustrates how universities can provide opportunities for older and younger learners to co-create experiences and mutually enrich each other’s lives. 相似文献
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110.
Gale Macleod Ian Fyfe Robbie Nicol Pauline Sangster Harriet Obeng 《Cambridge Journal of Education》2018,48(5):607-623
Although the behaviour of young people is often a focus for concern, most young people do as they are asked. This paper presents findings from a qualitative study across four educational settings that set out to explore reasons for this compliance. Forty-four young people (aged 12–21) participated in interactive focus groups and 21 practitioners were interviewed. A critical exploration of the authority relationships between the young people and the participating adults was undertaken. The research was designed to explore the relevance of the typology of authority relationships proposed by Dennis Wrong for educational settings. The findings confirmed the applicability of his work; however, the paper argues that an additional basis for authority relationships characterised by ‘care and commitment’ should be included. The results suggest the potential for long-term caring relationships, authenticity and professional competence as key factors in enhancing compliance in educational settings. 相似文献