全文获取类型
收费全文 | 195篇 |
免费 | 3篇 |
专业分类
教育 | 169篇 |
科学研究 | 3篇 |
各国文化 | 2篇 |
体育 | 2篇 |
文化理论 | 3篇 |
信息传播 | 19篇 |
出版年
2023年 | 2篇 |
2022年 | 2篇 |
2021年 | 2篇 |
2020年 | 3篇 |
2019年 | 6篇 |
2018年 | 10篇 |
2017年 | 14篇 |
2016年 | 13篇 |
2015年 | 6篇 |
2014年 | 3篇 |
2013年 | 38篇 |
2012年 | 3篇 |
2011年 | 7篇 |
2010年 | 2篇 |
2009年 | 1篇 |
2008年 | 5篇 |
2007年 | 4篇 |
2006年 | 5篇 |
2005年 | 5篇 |
2004年 | 4篇 |
2003年 | 3篇 |
2002年 | 7篇 |
2000年 | 6篇 |
1999年 | 2篇 |
1998年 | 3篇 |
1997年 | 3篇 |
1996年 | 4篇 |
1995年 | 3篇 |
1993年 | 3篇 |
1992年 | 3篇 |
1991年 | 4篇 |
1990年 | 2篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1984年 | 2篇 |
1982年 | 1篇 |
1981年 | 3篇 |
1979年 | 4篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1974年 | 1篇 |
1971年 | 1篇 |
1968年 | 1篇 |
1967年 | 1篇 |
1966年 | 1篇 |
排序方式: 共有198条查询结果,搜索用时 15 毫秒
21.
22.
Sarah Bridges-Rhoads Jessica Van Cleave Hilary E. Hughes 《International journal of qualitative studies in education》2016,29(4):536-552
A historical indicator of the quality, validity, and rigor of qualitative research has been the documentation and disclosure of the behind-the-scenes work of the researcher. In this paper, we use what we call methodological data as a tool to complicate the possibility and desirability of such transparency. Specifically, we draw on our disparate attempts to address calls for transparency about methodological processes in our respective dissertation studies in order to examine how novice researchers can explore transparency as a situated, ongoing, and philosophically informed series of decisions about how, when, and if to be transparent about our work. This work contributes to conversations about how qualitative researchers in education can understand, discuss, and teach qualitative inquiry while continuing to push the boundaries of the field. 相似文献
23.
24.
25.
Hilary Janks 《The Australian Educational Researcher》2002,29(1):7-26
In this paper, I argue that critical literacy is essentially a rationalist activity that does not sufficiently address the non-rational investments that readers bring with them to texts and tasks. I begin by looking at playful advertising texts that work with humour and the transgressive in order to consider the role of pleasure rather than reason. Then I examine the force of powerful identifications in relation to reason to show that educational interventions cannot ignore them. Finally, I tentatively suggest that we may need to find ways to combine socio-cultural and psycho-analytic theory in order to imagine new directions for pedagogy in the critical literacy classroom. 相似文献
26.
Klus-Stanska Dorota Olek Hilary 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(2-3):235-249
The burgeoning private sector is perhaps the most tangible of the changes in education which followed the upheavals of 1989/90 in Central and Eastern Europe. This article sets out to analyse the growth of private education in Poland and its contribution to the ongoing processes of democratisation and educational development. The authors argue that the euphoria of the period immediately following the overthrow of one-party communism encouraged unrealistic expectations of educational reform. Their analysis of private sector schooling in Poland suggests that its development has occurred in a haphazard fashion, reflecting the uncertainties of a society undergoing a painful process of transition. Symptomatic of this has been the failure to establish a clear regulatory framework for the private sector – an omission which has undermined the credibility of private schools. Nevertheless, the authors argue that the development of private sector schooling in Poland has brought diversity and a degree of innovation to a system previously almost devoid of either. There is now an urgent need for the evaluation and dissemination of private sector initiatives, which can serve as examples for future educational decision-making in Poland. 相似文献
27.
28.
29.
Hilary Asoko 《Cambridge Journal of Education》2002,32(2):153-164
Over the past 30 years research has generated considerable insights into children's ideas related to science and the process of conceptual change. Using this knowledge to inform teaching is not straightforward. This paper outlines some general guidelines for teaching for conceptual development and then focuses on the introduction of new ideas in the primary classroom. Two pieces of teaching, about light and electricity, are used to exemplify how relevant ideas of science can be introduced and related to children's thinking and to everyday phenomena. The role of the teacher in 'talking ideas into existence' is discussed and directions for future research identified. 相似文献
30.
Chinese business education differs from British business education in many respects. On the whole, it focuses on the acquisition of theoretical knowledge, whereas British business education places far more emphasis on soft management skills and team-work. This paper examines a split-site business degree program offered by a Chinese international school and a British business school, and explores the attitudes and expectations of the Chinese participants and their Chinese and British lecturers from an “English for specific purposes” perspective. The study conducted classroom observation, semi-structured interviews, and a questionaire survey, and identifies areas of difficulty for Chinese business students in the UK, in particular regarding their beliefs about teacher and student roles, their learning priorities and learning strategies, and their “goal-oriented” approach to discussion, which is at odds with the more collaborative and exploratory Western discussion strategies. The findings have implications for pre-sessional and in-sessional English course design, the management of split-site business degree programs, the teaching of Chinese students, and the enhancement of learning experiences generally in international business programs. 相似文献