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This collective case study examines how two teacher candidates' digital story projects created in literacy methods courses made visible their negotiated and evolving visions of teaching and learning. The digital stories were created to show and describe their future literacy classrooms. Using metaphoric analysis, the researchers uncovered the implicit metaphors of teachers and students present in each of the teacher candidates' digital stories. Looking across these metaphors, tensions and alignments between how the teacher candidates envisioned the role of teacher and the role of student and how these relate to prominent models of education including Industrial and Inquiry models are apparent. Implications for practice include modifications made to literacy methods courses to support teacher candidates to begin the negotiation of their professional identities as they explore multiple experiences of teaching and learning. These modifications include: (a) prompting teacher candidates to see themselves as readers, writers, and inquirers; (b) modeling and experiencing inquiry in teacher education coursework; and (c) providing opportunities for teacher candidates to experience purposeful tensions within their teacher education classes. 相似文献
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Jackie Ravet 《British Journal of Special Education》2007,34(4):234-242
Guidance and legislation in the UK suggest that it is becoming increasingly important to listen to the voices of pupils, to acknowledge their rights and to consult and collaborate with them in the development of personalised approaches to their education. In this article, Jackie Ravet, lecturer in inclusive practice at the University of Aberdeen, explores the methodological issues raised by a study of pupil perceptions of their disengagement in the primary classroom. She examines how an interpretative methodology was adapted to enable a group of eight- and nine-year-old primary school pupils to reflect upon their responses to learning and to express their interpretations, explanations and evaluations of their disengagement. Jackie Ravet's article details the array of interpretative methods used throughout her study with a particular focus upon a sequence of practical, activity-based interview formats designed to enable pupil communication and participation. This exposition is followed by a critique of the methodology and a discussion of its implications for research involving young children. The article closes with a call for pupils to be more effectively involved in reflecting upon the processes of participative research and in meaningful partnerships for school improvement. This article will be of interest to anyone seeking to enhance consultation and collaboration with pupils. 相似文献
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Jackie Marsh Julia Bishop 《Discourse: Studies in the Cultural Politics of Education》2014,35(1):16-30
This paper focuses on an episode of play in a primary school playground in England, which featured a group of children re-enacting elements of the television talk show The Jeremy Kyle Show. The episode is analysed in the light of work that has identified the key elements of the talk show genre and the children's play is examined in relation to conceptualisations of talk shows as cruelty-verité, carnivalesque spectacle and vehicles of social class anxiety. The paper explores the children's playful re-enactment not only as a parody of adult worlds, but also as a confirmation of the ‘ordinariness’ of everyday life. It is argued that in episodes such as these, the functions of play are multiple and complex, but include a desire to construct collective moral sensibilities and reinforce normative discourses relating to sexuality and what it means to be a ‘good citizen’. The paper identifies spaces of continuity and discontinuity in such traditions and suggests that in play which draws from contemporary media we see the reconstruction of traditional play themes, but can also trace newer elements that are closely related to the generic conventions of reality television. 相似文献
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Jackie Brown Robert Busfield Alison O’Shea Joanne Sibthorpe 《Pastoral Care in Education》2013,31(2):117-131
This paper will discuss research undertaken within a London borough in 2009 that aimed to examine how Personal, Social, Health and Economic education (PSHE) was perceived and delivered. The ethos of schools was incorporated into the enquiry as a key determinate of both perception and delivery of PSHE. The findings are presented with particular reference to three areas: school ethos, participation and evaluation. The overall conclusion of the study is that staff value PSHE, but with some reservations. Staff believe that PSHE has a positive impact on pupil behaviour. The value placed by schools on PSHE, and how it interrelates with the existing ethos of schools, remains a crucial factor in its provision. 相似文献
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Andy Pringle Daniel Parnell Stephen Zwolinsky Jackie Hargreaves Jim McKenna 《Soccer & Society》2014,15(6):902-918
Older adults are a priority within policy designed to facilitate healthy lifestyles through physical activities. Golden Goal is a pilot programme of physical activity-led health improvement for older adults, 55?years and older. Activities were delivered at Burton Albion Football Club. Sessions involved weekly moderate to vigorous intensity exercise sessions including exer-gaming (exercise-orientated video-games), indoor bowls, cricket, new age curling, walking football, and traditional board games and skittles. Secondary analysis of data collected through the original programme evaluation of Golden Goal investigated the impact of the intervention on participants. Older adults completed self-reports for demographics, health screening/complications and quality of life. Attendees, n?=?23 males (42.6%) and n?=?31 females (57.4%) with a mean age of 69.38 (±5.87) (n?=?40), ranging from 55–85?years took part. The mean attendance was 7.73 (±3.12) sessions for all participants, (n?=?51). Older adults with two or more health complications (n?=?22, 42.3%) attended fewer sessions on average (6.91?±?3.322) compared to those reporting less than two health complications (8.65?±?2.694). Self-rated health was higher for women (87.32?±?9.573) vs. men (80.16?±?18.557), although this was not statistically significant (U?=?223.500, p?=?0.350). Results support the potential of football-led health interventions for recruiting older adults, including those reporting health problems. 相似文献