全文获取类型
收费全文 | 353篇 |
免费 | 4篇 |
专业分类
教育 | 273篇 |
科学研究 | 6篇 |
各国文化 | 4篇 |
体育 | 33篇 |
文化理论 | 4篇 |
信息传播 | 37篇 |
出版年
2023年 | 1篇 |
2022年 | 8篇 |
2021年 | 4篇 |
2020年 | 11篇 |
2019年 | 21篇 |
2018年 | 26篇 |
2017年 | 24篇 |
2016年 | 21篇 |
2015年 | 18篇 |
2014年 | 17篇 |
2013年 | 74篇 |
2012年 | 9篇 |
2011年 | 16篇 |
2010年 | 10篇 |
2009年 | 12篇 |
2008年 | 11篇 |
2007年 | 7篇 |
2006年 | 5篇 |
2005年 | 8篇 |
2004年 | 4篇 |
2003年 | 3篇 |
2002年 | 3篇 |
2001年 | 4篇 |
2000年 | 5篇 |
1999年 | 9篇 |
1998年 | 3篇 |
1997年 | 2篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1992年 | 2篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1986年 | 2篇 |
1984年 | 1篇 |
1977年 | 1篇 |
1975年 | 1篇 |
1970年 | 1篇 |
1956年 | 1篇 |
1844年 | 1篇 |
1843年 | 1篇 |
1838年 | 1篇 |
排序方式: 共有357条查询结果,搜索用时 0 毫秒
31.
Jonathan Ferrier Joanna Horne Chris Singleton 《Journal of Research in Special Educational Needs》2013,13(1):66-78
Factors affecting the free writing speed of 11‐year‐old students were investigated using the Group and Individual Assessment of Handwriting Speed. Intelligence, gender, legibility and whether the student has special educational needs or speaks English as an additional language were all found to impact on writing speed to a significant extent. In one of the two schools studied, the students wrote significantly faster than the students in the other school. This ‘teacher effect’ was found to be independent of the other significant factors examined in the study and was attributed largely to instructional differences between schools and teachers. The average writing speed was 36% lower than published norms for this test, implying that 70.2% of the students would be eligible for extra time in examinations and raising doubts regarding the validity of these norms. It was concluded that vulnerability to teacher effects and other factors makes free writing an unreliable method of measuring writing speed, especially when group administered, and calls into question its use to justify the provision of examination access arrangements or accommodations. 相似文献
32.
Joanna McIntyre 《Teachers and Teaching》2013,19(5):595-614
Within the UK there are grave concerns about retention and attrition rates within the teaching profession, particularly in challenging schools. These are compounded by worries about the gap that will be left as long‐serving teachers reach retirement age. This article is about the working lives of long‐serving teachers in three high‐poverty urban schools in England. In a climate in which teaching is tightly controlled and suffering from problems of retention and recruitment, the teachers discuss intensely personal and emotional commitments to their work‐place. Qualitative in‐depth interviews with 20 long‐serving teachers, all of whom had management responsibilities, are used to explore their lives and careers. These histories evoke a strong sense of the ideas and values that make up their personal and professional identities. These are then contrasted with the ideas and values in officially mandated views of progression within the profession. Within the stories of their professional lives, the teachers talk about the emotional dimensions of their work and the emotional ties of their ‘work‐place’. The article concludes that recognition of the emotional dimensions within teachers’ work at an official level could go some way to helping with recruitment and retention in schools facing challenging circumstances. 相似文献
33.
Joanna C. Dunlap 《Performance Improvement》2008,47(8):26-34
It is often difficult to transfer learning from one situation to another. Learning is more likely to be transferred if instruction is situated within a realistic context, using a problem‐centered instructional approach. However, it can be challenging to create problem‐centered instruction that authentically represents the needs and activities of the workplace and profession. This article describes the problems of practice approach––an iterative, guided process for developing problems for problem‐centered instruction. 相似文献
34.
ABSTRACTThis article centres on a reunion held at the National Football Museum in 2018 of women football players active before 1993, particularly the England team for the unofficial Women's World Cup in 1971. After outlining the organisation of the tournament, the experience of the three youngest England players is articulated using oral history case studies. Finally the argument suggests that social strategies, such as reunions, enable a degree of reminiscence therapy and provide museum and archives with potential material, currently in the private domain, to build contemporary collections, provided that players are willing to gift or loan their items. 相似文献
35.
Brian Griffiths (1927–2008) was a British mathematician and educator who served as a member of the founding editorial board
of Educational Studies in Mathematics. As a mathematician, Griffiths is remembered through his work on what continue to be known as ‘Griffiths-type’ topological
spaces. As a mathematics educator, his most profound contribution was, with Geoffrey Howson, in offering a conceptualisation
of the relationship between mathematics, society and curricula. 相似文献
36.
Joanna Crossman 《高等教育研究与发展》2007,26(3):313-327
The paper addresses the way in which participants in a qualitative study drew upon accounts of relationships and emotions in sharing their perceptions of assessment. By first exploring ideas about emotions and relationships in learning and assessment through the literature and subsequently discussing an interpretation of participant narratives, the author suggests that emotions and relationships surrounding past learning and assessment contexts can influence current perceptions of assessment and learning in powerful ways. The study also reveals how students value opportunities to express their beliefs, feelings and emotions during the assessment process. They also expect teachers to balance objectivity in assessment with empathy for those parts of themselves shared in the process. The conclusion is drawn that there are important implications for learning in the emotional response of students to assessment and in the nature of teaching and learning relationships that are worthy of further investigation. 相似文献
37.
38.
Deborah Ann Fields Yasmin Kafai Tomoko Nakajima Joanna Goode Jane Margolis 《Equity & Excellence in Education》2018,51(1):21-35
Recent discussions of making have focused on developing out-of-school makerspaces and activities to provide more equitable and enriching learning opportunities for youth. Yet school classrooms present a unique opportunity to help broaden access, diversify representation, and deepen participation in making. In turning to classrooms, we want to understand the crucial practices that teachers employ in broadening and deepening access to making. In this article, we investigate two high school teachers' approaches in implementing a novel eight-week, electronic textiles unit within the Exploring Computer Science curriculum, where students designed wearable electronic textile projects with microcontrollers, sensors, and LEDs. We share teachers' emergent practices in transforming their classrooms into makerspaces, including valuing student expertise and promoting connections in personalized work. We discuss the ways these practices succeeded in broadening access to making while deepening participation in computing and establishing home-school connections. 相似文献
39.
This paper deals with a teaching approach aimed to help students become aware of targeted techniques of significance in problem solving. The teaching approach is to present a series of tasks that all can be solved by applying the same technique. Two levels of prompting are used; first for the students to realize solutions without necessarily being cognizant of the technique, second for them to perform further mathematical modeling that should highlight the similarities in solution shared by all the tasks. In the fieldwork, a teaching sequence based on this approach is implemented for a technique involving enumeration via constructing a bijection. Certain factors in the students' behavior suggested that their realization of the technique at the end was not as secure as desired. Some modifications of the teaching sequence are proposed to counter these factors. 相似文献
40.
Benjamin Dotger Sharon Dotger Joanna Masingila Jeffrey Rozelle Mary Bearkland Ashley Binnert 《Research in Science Education》2018,48(3):637-661
Teachers and students struggle with the complexities surrounding the evolution of species and the process of natural selection. This article examines how science teacher candidates (STCs) engage in a clinical simulation that foregrounds two common challenges associated with natural selection—students’ understanding of “survival of the fittest” and the variation of species over time. We outline the medical education pedagogy of clinical simulations and its recent diffusion to teacher education. Then, we outline the study that situates each STC in a one-to-one interaction with a standardized student who is struggling to accurately interpret natural selection concepts. In simulation with the standardized student, each STC is challenged to recognize content misconceptions and respond with appropriate instructional strategies and accurate explanations. Findings and implications center on the STCs’ instructional practices in the simulation and the use of clinical learning environments to foster science teacher learning. 相似文献