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121.
Panayota Mantzicopoulos Brian F. French Helen Patrick J. Samuel Watson Inok Ahn 《Educational Assessment》2018,23(1):24-46
To meet recent accountability mandates, school districts are implementing assessment frameworks to document teachers’ effectiveness. Observational assessments play a key role in this process, albeit without compelling evidence of their psychometric rigor. Using a sample of kindergarten teachers, we employed Generalizability theory to investigate (across teachers, raters, and lessons) the stability of scores obtained with two different observation measures: The CLASS K-3 and the FFT. We conducted a series of Decision studies to document (for both measures’ constituent domains) the number of lessons per teacher and raters per lesson that would justify the use of observation scores for high stakes decisions. Acceptable, stable scores for individual-level decisions about teachers may generally require more raters and lessons than is typically used in practice (1–2 raters and fewer than 3 lessons). The considerable variability of observation-based scores raises concerns about either measure’s appropriateness for making individual or group decisions about teachers’ effectiveness. 相似文献
122.
Helen Wildy 《Educational studies》2004,30(2):99-112
In this study we explored how the science department shaped the relationship between a science department head, Mr Greg, and a teacher, Ms Horton, as they grappled with their expectations of, and responsibilities for, teaching and leadership in the daily life in the department. We found that, from their life histories and their positions in the department, Mr Greg and Ms Horton have developed different values and visions that shape the ways they construct their work, particularly in relation to the place of subject matter, goals for students, teamwork, roles and responsibilities and accountability. Although both shared a commitment to their students and to their subject, Mr Greg saw his contribution in subject organizational terms and Ms Horton saw hers in personal student terms. Orderliness and stability were important to the department head whereas Ms Horton valued spontaneity and innovation. Collaboration was Mr Greg's method of achieving the business of the department; working alone allowed Ms Horton the freedom and flexibility she needed. Accountability for Mr Greg was framed in organizational terms; Ms Horton was more concerned with the learning that took place in her classroom. Our case study looks at the range and intensity of the forces shaping the work of teachers and the way they organize themselves at work. We argue that, if we wish to continue to improve teaching and learning, particularly in secondary schools, we need to know a great deal more about the forces that operate in subject departments. 相似文献
123.
The importance of changing teachers' beliefsand practices in school improvement efforts iswell accepted but little empirical work hasbeen reported on the micro-processes involved.In this paper, we use schema theory to examinehow the teachers in three schools changed theirbeliefs about the causes of low academicachievement from external factors, such as theparents' and children's deficits, to internalfactors, such as the contribution of their ownteaching practices. These change processes arecontrasted briefly with those in a fourthschool in which the teachers continued to blameexternal factors. The three conditionsidentified as critical for schema revisionincluded the salience of discrepant data, thepresence of an external agent to assist withthe interpretation of those data, and theavailability of information on alternativepractices. 相似文献
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125.
Helen Dixon Eleanor Hawe Richard Hamilton 《Assessment & Evaluation in Higher Education》2020,45(3):460-471
AbstractAcademic self-efficacy is critical to academic success. Hence those working in higher education need to make deliberate and substantial attempts to foster academic competence, confidence, persistence and resilience in the students they teach, given they are essential components of academic self-efficacy. Addressing an identified gap in the exemplars literature, this article pays particular attention to how exemplars can be used in an embedded and sustained manner with the intent of fostering and supporting these components. Taking into account the three dimensions of self-efficacy – strength, magnitude and generality – and the various sources of information students draw upon to make judgements about their capabilities, four inter-dependent and inter-related practices and associated experiences are identified. We argue that collectively these practices and experiences can accentuate the positive effects and ameliorate the potential negative effects of exemplar use on student academic self-efficacy. 相似文献
126.
AbstractThe notion of “resources” is often framed in an economic sense: money, time, equipment and the like. The authors reconceptualise this notion, situating resources as embedded in curricular frameworks, teacher practice and student experience. This leads them to define resources as “the potential to participate in socio-cultural action” which is illustrated in this article through a series of reflections on the part of the authors, all within the context of engineering education. First, they demonstrate that curriculum can be productively thought of as a route marker for the development of resources that students need in order to enact their role as professional engineers. Thereafter, they show that lecturers bring tacit resources of trust, care, creativity and credibility to the teaching and learning space, and that these are necessary to overcome the inertia that often resists the transformation of teaching and learning practice. Finally, they reflect on how students’ prior learning experiences can be harnessed as a resource for teaching and learning. In so doing, they present resources as tied to sociocultural practices and personal and institutional histories, and encourage others to take up these ideas so as to consider how resources, viewed in the authors’ sense, are valued within (engineering) education. 相似文献
127.
Helen Simons 《Cambridge Journal of Education》1996,26(2):225-240
One of the advantages cited for case study research is its uniqueness, its capacity for understanding complexity in particular contexts. A corresponding disadvantage often cited is the difficulty of generalising from the single case. Such an observation assumes a polarity and stems from a particular view of research. Looked at differently, from within a holistic perspective and direct perception, there is no disjunction. What we have is a paradox, which if acknowledged and explored in depth, yields both unique and universal understanding. This paper revisits this problem in case study research. It argues that, with the pressure for quantification and the growth of multi‐site case study design in policy research, the original vision and utility of case study for understanding complex educational phenomena has been clouded and thereby an opportunity diminished for new ways of knowing 相似文献
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129.
Recent research indicates that the taught curriculum in art and design secondary school education pays scant attention to meaning‐making in visual art. This article explores possibilities for teaching interpretation through a report on an action‐research project based on Tate Modern's Summer Institute for Teachers. In doing so it argues for the value and necessity of interpretation as a taught skill. 相似文献
130.