全文获取类型
收费全文 | 995篇 |
免费 | 11篇 |
国内免费 | 2篇 |
专业分类
教育 | 755篇 |
科学研究 | 56篇 |
各国文化 | 18篇 |
体育 | 52篇 |
文化理论 | 27篇 |
信息传播 | 100篇 |
出版年
2020年 | 15篇 |
2019年 | 21篇 |
2018年 | 34篇 |
2017年 | 29篇 |
2016年 | 29篇 |
2015年 | 24篇 |
2014年 | 18篇 |
2013年 | 253篇 |
2012年 | 20篇 |
2011年 | 18篇 |
2010年 | 9篇 |
2009年 | 18篇 |
2008年 | 20篇 |
2007年 | 24篇 |
2006年 | 18篇 |
2005年 | 10篇 |
2004年 | 22篇 |
2003年 | 12篇 |
2002年 | 12篇 |
2001年 | 16篇 |
2000年 | 16篇 |
1999年 | 12篇 |
1998年 | 7篇 |
1997年 | 14篇 |
1996年 | 8篇 |
1995年 | 10篇 |
1994年 | 9篇 |
1993年 | 9篇 |
1992年 | 9篇 |
1991年 | 10篇 |
1990年 | 11篇 |
1989年 | 13篇 |
1988年 | 10篇 |
1987年 | 11篇 |
1986年 | 9篇 |
1985年 | 7篇 |
1984年 | 12篇 |
1983年 | 14篇 |
1982年 | 8篇 |
1981年 | 9篇 |
1980年 | 12篇 |
1979年 | 6篇 |
1978年 | 8篇 |
1977年 | 10篇 |
1976年 | 6篇 |
1974年 | 7篇 |
1973年 | 8篇 |
1972年 | 12篇 |
1968年 | 11篇 |
1967年 | 9篇 |
排序方式: 共有1008条查询结果,搜索用时 15 毫秒
841.
Liyan Song Michael J. Hannafin Janette R. Hill 《Educational technology research and development : ETR & D》2007,55(1):27-50
Current teaching and learning methods reveal marked differences between how students approach learning and how instructors
approach teaching. Little attention has been paid to understanding these differences and their implications for designing
successful learning environments. The purpose of the paper is to introduce a framework for understanding and reconciling perspectives
on teaching and learning success. First, we examine perspectives on learning success. Next, we compare and contrast beliefs
and practices associated with teaching and learning. Finally, we introduce a model for reconciling teaching and learning beliefs
and practices, and discuss implications for future research and practice. 相似文献
842.
843.
Alexandra C. Gunn Mary F. Hill David Berg Mavis Haigh 《Asia-Pacific Journal of Teacher Education》2016,44(4):306-319
The study of recruitment practices for teacher educators (TEs) in Aotearoa New Zealand (NZ) universities reveals the academic category of TE constituted along three related trajectories: a professional expert (not required to research), a traditional academic (not required to hold a teaching qualification or teacher’s practicing certificate), and one who is dually qualified, to teach (as a registered NZ teacher) and to research. It is the dually qualified type of TE who can service the full scope of university-based initial teacher education (UBITE). Recent recruitment practices have, however, focused on employment of professional experts and traditional academics. Drawing from document analyses and interviews, we present a picture of changing work for TEs. Our study argues that policy environments and universities’ responses are changing the objects, rules, and divisions of labour in UBITE. We comment on the evolution of initial teacher education in NZ, its likely trajectory, and its potential for development. 相似文献
844.
Gaston Mialaret Gilbert de Landsheere Dieter Mahr Marcel Postic A. Harry Passow Elaine Rivers Desmond J. Keegan Jindra Kulich Wolfgang Mitter Joseph I. Zajda John Eggleston Shoshannah Langerman A. W. Wood Joachim Herzer Peter Waterman Hans Scheuerl Andrew S. Kwon Betty Heyder Barbara Lloyd 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1981,27(3):347-378
845.
In this paper we present the findings of an investigation into the ways in which the discourses and practices of school design produce educational spaces which influence the discourses and practices of teaching and learning when the building is occupied. It expands notions of post occupancy evaluation (POE) research by exploring how the objects/motives of an educational vision which informed an initial school design, those of the final build, and those of the people who occupy that building interact in a way which influences experiences of the end users. Crucially we looked at the social interactions that arose within a building as it was used over time. The focus is on the changing relationships between design and practice through time. 相似文献
846.
Steven Puttick Yvonne Hill Pat Beckley Elizabeth Farrar Antony Luby Adam Hounslow-Eyre 《Ethnography and Education》2020,15(2):137-154
ABSTRACTDespite successive policy interventions, students’ socio-economic status continues to strongly predict educational outcomes. Many schools aspire to ‘close’ this ‘gap’. This paper presents an ethnographic study of a group of Primary schools in predominantly white working-class areas in the Midlands of England. Generating ethnographic data through time-recurrent, multi-sited fieldwork including observation, informal conversations, semi-structured interviews, photography and documentary analysis, findings were constructed through critical dialogue between the group of six researchers. A concept of liminal spaces is used to analyse the schools’ work in seeking to move individuals, families, and communities beyond that which they previously knew, foregrounding norms, practices, and discourses constructed on the ‘inside’, and highlighting aspects in tension with the imagined ‘outside’. These schools’ conceptualisations of poverty are shown to be complex and multifaceted, and suggestions are made to employ liminality for articulating and critically exploring the spaces and transformations that schools seek to construct. 相似文献
847.
Previous research suggests that university teaching effectiveness varies with the age and personality traits of the instructor. The present study examined the extent to which personality traits associated with teaching effectiveness change concomitantly with age, and thus mediate the relationship between age and teaching. Using a cross-sectional design, peer ratings of 29 personality traits and archival student evaluations of teaching were obtained for 33 full-time psychology professors varying in age from 33 to 64. Teaching effectiveness was found to be inversely related to age and to correlate significantly with several personality traits. Consistent with the mediation hypothesis, personality traits were identified that correlated positively with teaching and declined significantly with age (e.g., approval-seeking); or correlated negatively with teaching and increased with age (e.g., independent).This paper is based on a senior honors thesis completed by the first author and supervised by the second author in the Department of Psychology, University of Western Ontario. 相似文献
848.
Impact of the social construction of LD on culturally diverse families: a response to Reid and Valle 总被引:1,自引:0,他引:1
This response focuses on the effects of the current construction of learning disabilities (LD) on families of children from devalued racial/ethnic groups. Agreeing with the arguments of Reid and Valle, we add that parents from such groups are further disenfranchised because they are not participants in the critical discourse surrounding LD and because of the persistent belief that their parenting skills are deficient. We also suggest that the expectation of parental advocacy may be alien to parents whose cultures do not embrace an individualist perspective. Professionals can improve their responses to such parents by an understanding of the principle of cultural reciprocity. 相似文献
849.
850.
Rachel Wolkenhauer Ashley Pennypacker Hill Nancy Fichtman Dana Marisa Stukey 《The New Educator》2017,13(2):117-136
ABSTRACTThis reflective article examines the relationship between teachers’ engagement in action research and their ability to lead within their schools. As part of The New Educator’s special issue, “Developing an Inquiry Stance toward Instructional Improvement: Teacher-Leader Action Research,” this article demonstrates the development of an inquiry stance. It shares the story of two practicing teacher leaders within the new and challenging circumstance of adjusting to, and studying, the professional development they provided to help teachers deal with a challenging transition to a radically different school space. This article examines the ways practitioner inquiry supported these teachers to be leaders in the new architectural space designed to promote innovative instruction for twenty-first-century teaching and learning. We posit that coupling teacher leadership and teacher research enables teachers (a) to lead with literature, (b) to lead from data, (c) to lead through sharing, and (d) to lead by example. 相似文献