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31.
Pamela A. Moss Jamie Sue Beck Catherine Ebbs Barbara Matson James Muchmore Dorothy Steele Caroline Taylor Roberta Herter 《Educational Measurement》1992,11(3):12-21
How can the results of classroom-based portfolio assessment be communicated outside the classroom? How might a portfolio-based assessment system be designed and implemented? How can we evaluate the merits of portfolio-based assessments? 相似文献
32.
Ian Barron 《International Journal of Early Years Education》2016,24(3):325-341
This paper documents trainees’ ‘flight turbulence’ as they negotiate the complexities that lie between ‘the self’ and the securing of Early Years Teaching Status in England. Early Years Teachers, besides teaching, are expected to lead improvements to the quality of provision. However, drawing on interview data, an impasse is discerned where ideas meet instrumental policy in practice. Trainees are often unable to reshape the meeting of theory, policy and practice, and struggle in finding teaching approaches which they are comfortable with ethically. Drawing on Holland et al.’s concept of ‘figured worlds’, it is suggested that the development of theory-informed practice should not be seen as a solitary task for the student but as a dialogic though difficult conversation involving the student, university staff and placement practitioners. Dialogism is seen as requiring persistence but as offering opportunities for beginning early years’ teachers, with support from teacher educators and experienced practitioners, to negotiate the challenging spaces between policy, theory and beliefs as they seek to construct, deconstruct and reconstruct ethical professional identities for themselves. 相似文献
33.
Moving beyond academic achievement goal measures: A study of social achievement goals 总被引:1,自引:0,他引:1
S. Jeanne Horst Sara J. Finney Kenneth E. Barron 《Contemporary educational psychology》2007,32(4):667-698
The current research explored the theory of social goal orientation. More specifically, we conducted three studies utilizing six-independent university student samples to evaluate the construct validity of the Social Achievement Goal Orientation Scale (SAGOS; Ryan & Hopkins, 2003), a measure representing the construct of social goal orientation. The purpose of Study 1 was to: (1) compare the three-dimensional (mastery, performance-approach, and performance-avoidance) model of social goal orientation to three theoretically based competing models, (2) examine item functioning, and (3) assess generalizability of the factor structure. The fit of the proposed three-factor model was promising; however, areas of misfit and problematic items were identified. Stronger support for the three-factor structure of goal orientation was found using scores from an abbreviated 13-item SAGOS. In Study 2, item wording was altered slightly to evaluate a revised Social Achievement Goal Scale (SAGS), yet resulted in similar findings. Study 3 examined external validity evidence for the SAGS, garnering some support for the meaning of the scores. Although continued refinement of the SAGOS and SAGS is recommended, the findings help contribute to our general understanding and conceptualization of social goal theory and the role that social goals may play in academic contexts. 相似文献
34.
AbstractWe hypothesized that students use the message behind teacher emotions to interpret the cause of their failure and to form competence beliefs; hence, in failure situations teacher anger could be beneficial. In Experiment 1, participants made judgments about another student’s failure in the face of teacher pity versus anger. Lack of ability attributions were made and low competence was perceived, when pity was interpreted as the teacher attributed the failure to lack of ability. Lack of effort attributions were made when anger was interpreted as the teacher attributed the failure to lack of effort. Experiment 2 replicated and extended these findings by examining students responses to their own failure. Findings imply that expressing anger is less detrimental than many teachers suppose. 相似文献
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Volume Contents
Contents Volume 16 (2003) 相似文献38.
Jamie L. Sickel 《Journal of Research on Technology in Education》2019,51(2):152-165
This article bridges the fields of instructional design and teacher education, presenting and modernizing the media influence debate and synthesizing it with the technological pedagogical and content knowledge (TPACK) framework. Five modern technologies are presented as media comparison studies, analyzed from both the medium-as-variable and medium-and-method-as-variable perspectives, and highlighted in an example teaching and learning scenario analyzed for TPACK. The media debate is newly synthesized with TPACK, acknowledging the teacher as a critical variable in instructional success, and implications for research and teacher education and professional development are presented. 相似文献
39.
Jennifer Gore Rosie Joy Barron Kathryn Holmes Maxwell Smith 《The Australian Educational Researcher》2016,43(5):527-549
Internationally, the quality of teachers is a growing focus of educational reform, with new policies attempting to ensure that only the ‘best and brightest’ are selected for the teaching profession. This article tests the assumption underpinning these developments that prospective teachers lack the desired academic and personal qualities. Drawing on data on the career aspirations of 6492 Australian school students in Years 3–12, we investigated who, among these students, expressed interest in teaching and their reasons for doing so. Using logistic regression, we found that interest in teaching was widespread and prior academic achievement was not a significant predictor. Thematic analysis of reasons expressed for interest in teaching indicated that working with children and/or in specific subject areas, altruism, and perceptions of personal suitability for the job dominated student responses. These data provide a counter-narrative to the primacy, in policies for teacher recruitment and selection, of needing to attract ‘better’ students. We argue that policies for improving teacher quality should also capitalise on the widespread interest in teaching among school students. Without such a discursive broadening, we caution that current attempts to attract the ‘best and brightest’ risk undermining the very goals espoused. 相似文献
40.
Jamie Gianoutsos 《History of education》2019,48(1):1-18
This article offers the first modern explication of the educational writings of Charles Hoole (1610–1667), arguing that his writings offer significant insight into the educational aims and methods of school instructors in seventeenth-century England. From attending to the needs of slow learners, to promoting learning games, to emphasising that children should be treated as rational actors, Hoole’s A New Discovery of the Old Art of Teaching Schoole (1660) fused theoretical expositions on the aims of education with practical recommendations to schoolmasters on how to succeed in these aims. Hoole’s writings, as well as the earlier humanist pedagogical treatises of his peers, demonstrate that early and mid-seventeenth-century schoolmasters were already discussing and potentially implementing a number of educational initiatives that historians have traditionally credited to John Locke and later eighteenth-century educational theorists. 相似文献