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121.
Jessica J. Summers Marilla D. Svinicki Joanna S. Gorin Teresa A. Sullivan 《Innovative Higher Education》2002,27(1):53-64
Previous research conducted by Pascarella and his colleagues (1996) has shown that undergraduate students tend to change toward greater openness and tolerance to diversity from their freshman to their sophomore year. Although the study by Pascarella includes many different types of universities in the United States, the average size of the entering freshman class in their research was reported to be approximately 4,000 students. While these findings are extremely valued in a general sense, Pascarella believed that they might not be found at very large universities. To our surprise, our findings indicated that large universities may have higher levels of openness to diversity and campus connectedness than what was originally explained by Pascarella. 相似文献
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In response to Stetsenko’s [2008, Cultural Studies of Science Education, 3] call for a more unified approach in sociocultural
perspectives, this paper traces the origins of the use of sociocultural ideas in New Zealand from the 1970s to the present.
Of those New Zealanders working from a sociocultural perspective who responded to our query most had encountered these ideas
while overseas. More recently activity theory has been of interest and used in reports of work in early childhood, workplace
change in the apple industry, and in-service teacher education. In all these projects the use of activity theory has been
useful for understanding how the elements of a system can transform the activity. We end by agreeing with Stetsenko that there
needs to be a more concerted approach by those working from a sociocultural perspective to recognise the contribution of others
in the field.
Joanna Higgins is Associate Director of the Jessie Hetherington Centre for Educational Research and Director of the Mathematics Education Unit at Victoria University of Wellington, New Zealand. The primary focus of her research has been the teaching of elementary school mathematics incorporating four interrelated areas: children’s learning; teachers’ understanding and practice; the process of facilitation; and the links to policy. Studies from a sociocultural perspective include: teachers’ pedagogical content knowledge; models of facilitation for improving teacher knowledge and practices, representing mathematical ideas in teaching tasks, and classroom processes for mathematics teaching. She is particularly interested in exploring transformative practices that foster equitable outcomes for all learners. The investigations have had an impact on government policy in mathematics teacher education. In 2006 she won a contract to be the National Research Co-ordinator for the In-service Teacher Education Practice (INSTEP) Project. She gained her doctorate from Victoria University of Wellington in 1999. Geraldine McDonald is Research Associate in the School of Education Studies Victoria University of Wellington. Formerly she was Assistant Director of the New Zealand Council for Educational Research where she established the first program of research in early childhood education. She encountered exciting uses of Vygotskyan ideas when she was at Teachers College Columbia University in 1981. Her own first use of sociocultural theory was a study of early writing as a cultural artifact and this expanded to the study of classrooms. She is interested in the demographic characteristics of school populations and has for a long time argued against the use of psychometric tests standardized for age to compare population groups which differ in age at grade level. The results are unfair to disadvantaged groups which tend to be older for grade level than advantaged groups. She gained her doctorate from Victoria University of Wellington in 1976 and in 1993 the university awarded her an honorary DLit. She was the foundation president of the New Zealand Association for Research in Education. 相似文献
Geraldine McDonaldEmail: |
Joanna Higgins is Associate Director of the Jessie Hetherington Centre for Educational Research and Director of the Mathematics Education Unit at Victoria University of Wellington, New Zealand. The primary focus of her research has been the teaching of elementary school mathematics incorporating four interrelated areas: children’s learning; teachers’ understanding and practice; the process of facilitation; and the links to policy. Studies from a sociocultural perspective include: teachers’ pedagogical content knowledge; models of facilitation for improving teacher knowledge and practices, representing mathematical ideas in teaching tasks, and classroom processes for mathematics teaching. She is particularly interested in exploring transformative practices that foster equitable outcomes for all learners. The investigations have had an impact on government policy in mathematics teacher education. In 2006 she won a contract to be the National Research Co-ordinator for the In-service Teacher Education Practice (INSTEP) Project. She gained her doctorate from Victoria University of Wellington in 1999. Geraldine McDonald is Research Associate in the School of Education Studies Victoria University of Wellington. Formerly she was Assistant Director of the New Zealand Council for Educational Research where she established the first program of research in early childhood education. She encountered exciting uses of Vygotskyan ideas when she was at Teachers College Columbia University in 1981. Her own first use of sociocultural theory was a study of early writing as a cultural artifact and this expanded to the study of classrooms. She is interested in the demographic characteristics of school populations and has for a long time argued against the use of psychometric tests standardized for age to compare population groups which differ in age at grade level. The results are unfair to disadvantaged groups which tend to be older for grade level than advantaged groups. She gained her doctorate from Victoria University of Wellington in 1976 and in 1993 the university awarded her an honorary DLit. She was the foundation president of the New Zealand Association for Research in Education. 相似文献
126.
Murray L de Rosnay M Pearson J Bergeron C Schofield E Royal-Lawson M Cooper PJ 《Child development》2008,79(4):1049-1064
Responses to an unfamiliar adult were examined in infants of mothers with social phobia ( N = 79) and infants of nonanxious comparison mothers ( N = 77) at 10 and 14 months in a social referencing paradigm. On each occasion, a female stranger first interacted with the mother and then approached and interacted with the infant. Over time, infants of mothers with social phobia showed increasing avoidance of the stranger, particularly when they were behaviorally inhibited. In boys, maternal social phobia was associated with increasing fearful responses. Infant avoidance was predicted by expressed maternal anxiety and low levels of encouragement to interact with the stranger. The findings are discussed in relation to theories concerning the intergenerational transmission of social anxiety. 相似文献
127.
Research Findings: Little is known about how parents approach preschoolers' mathematics learning and how this aligns with early mathematics education research and policy. This study examined these questions by contrasting parents' approaches to early mathematics and language and by exploring key themes in parents' talk about mathematics learning and education. Consistent with current research and policy, parents reported helping preschoolers learn mathematics and attempting to connect this learning to children's interests and everyday experiences. However, parents admitted to lacking goals for and knowledge about early mathematics. In addition, compared to language, parents reported that mathematics was taught less often at home, should be emphasized less in preschools, was less interesting to preschoolers, required more direct instruction, and was less of a personal interest and strength. Practice or Policy: Parent interventions could capitalize on parents' beliefs and practices by providing parents with concrete examples of what mathematics preschoolers learn through daily activities, how to maximize children's mathematics interests, and what the similarities are between early mathematics and language. These efforts will also need to help parents overcome their mathematics anxieties and show parents why early mathematics education is important. Similar strategies could be used to help early childhood teachers improve their mathematics practice. 相似文献
128.
Research Findings: A statewide study of preschool classroom quality was conducted using 3 distinct classroom observation measures in order to inform a statewide quality rating system. Findings suggested that Tennessee preschool classrooms were approaching “good” quality on the Early Childhood Environment Rating Scale–Revised (ECERS-R) and provided a mid-to-high emotional and engaging climate as indicated by the Classroom Assessment Scoring System (CLASS) domains of Emotional Support and Student Engagement. However, classrooms were only minimal on the Early Childhood Environment Rating Scale–Extension and the CLASS Instructional Support domain. Past performance on a state quality rating assessment consistently predicted the current quality of preschool classrooms as assessed by all 3 measures. Lead teachers' education in early childhood and experience were also predictors across quality measures. Practice or Policy: Tennessee preschool classrooms scored higher on the ECERS-R, which is the measure utilized in the statewide Quality Rating and Improvement System. However, classrooms generally performed poorly on measures of instructional support and curriculum. This finding illuminates the importance of the tool selected to measure quality in state quality rating and improvement systems and has implications for policy as states work to build systems that enhance quality in early care and education. 相似文献
129.
Richard Blackwell Joanna Channell John Williams 《International Journal for Academic Development》2013,18(1):40-53
Part-time teachers represent a growing challenge to universities' quality assurance and developmental processes. This paper describes an attempt to meet this challenge through the adoption of 'teaching circles' (TCs) in four contrasting case-study schools. Analysis of outcomes enables identification of the variables affecting the apparent success of TCs as a strategy, some of which are associated with the particularities of context. Underlying these particularities, however, the general question of how participants come to feel 'ownership' of change initiatives emerges as a central issue. Three inter-related processes are shown to be involved: leadership, attribution of causation and social integration. The paper concludes that this analysis has implications beyond the TC project and provides both key practical pointers and, potentially, a useful analytical tool for researchers studying programmes of organizational change. 相似文献
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