全文获取类型
收费全文 | 383篇 |
免费 | 3篇 |
国内免费 | 1篇 |
专业分类
教育 | 322篇 |
科学研究 | 2篇 |
各国文化 | 2篇 |
体育 | 30篇 |
信息传播 | 31篇 |
出版年
2023年 | 2篇 |
2022年 | 5篇 |
2021年 | 4篇 |
2020年 | 8篇 |
2019年 | 13篇 |
2018年 | 22篇 |
2017年 | 25篇 |
2016年 | 20篇 |
2015年 | 12篇 |
2014年 | 14篇 |
2013年 | 85篇 |
2012年 | 12篇 |
2011年 | 7篇 |
2010年 | 11篇 |
2009年 | 17篇 |
2008年 | 5篇 |
2007年 | 13篇 |
2006年 | 12篇 |
2005年 | 9篇 |
2004年 | 6篇 |
2003年 | 8篇 |
2002年 | 6篇 |
2001年 | 5篇 |
2000年 | 7篇 |
1999年 | 2篇 |
1998年 | 4篇 |
1997年 | 2篇 |
1996年 | 6篇 |
1994年 | 2篇 |
1993年 | 7篇 |
1992年 | 3篇 |
1991年 | 3篇 |
1990年 | 1篇 |
1989年 | 5篇 |
1988年 | 3篇 |
1987年 | 6篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1977年 | 1篇 |
1976年 | 2篇 |
1974年 | 1篇 |
排序方式: 共有387条查询结果,搜索用时 0 毫秒
381.
Susan Edwards Karen McLean Jacinta Bartlett Andrea Nolan Maria Evangelou Michael Henderson Helen Skouteris Joanne Tarasuik 《British Educational Research Journal》2022,48(3):598-616
This paper identifies the shared features of provision in exemplar school playgroups defined using the social capital concepts of bonding and bridging relationships. Relationships promote capabilities amongst people, with play a known capability for advancing children's developmental and educational outcomes. By attending to the bonding and bridging relationships in each school playgroup, exemplar groups were identified and studied to reveal their shared features of provision. Six main features of provision were identified, including materials, facilitator, space, location, scheduling and health and safety. Awareness of these features may benefit school leaders and/or governance seeking to implement a school playgroup within their own community. Findings from this project suggest high-performing school playgroups can operate in areas of lower and higher socioeconomic status and/or parental education, and in regional and rural areas. 相似文献
382.
Jo Lunn Brownlee Eva Johansson Charlotte Cobb-Moore Gillian Boulton-Lewis Sue Walker Joanne Ailwood 《Education 3-13》2013,41(2):164-183
While investment in young children is recognised as important for the development of moral values for a cohesive society, little is known about early years teaching practices that promote learning of moral values. This paper reports on observations and interviews with 11 Australian teachers, focusing on their epistemic beliefs and beliefs about teaching practices for moral education with children aged 5–8 years. The analysis revealed three main patterns of thinking about moral education: following others, reflecting on points of view, and informing reflection for action. These patterns suggest a relationship between epistemic beliefs and beliefs about teaching practices for moral learning which have implications for teacher professional development concerning experiences in moral education. 相似文献
383.
S. Walker J. Brownlee C. Whiteford C. Cobb-Moore E. Johansson J. Ailwood 《Teachers and Teaching》2013,19(2):263-275
There is strong political and social interest in values education both internationally and across Australia. Investment in young children is recognised as important for the development of moral values for a cohesive society; however, little is known about early years teachers’ beliefs about moral values teaching and learning. The aim of the current study was to investigate the relationships between Australian early years teachers’ epistemic beliefs and their beliefs about children’s moral learning. Three hundred and seventy-nine teachers completed a survey about their personal epistemic beliefs and their beliefs about children’s moral learning. Results indicated that teachers with more sophisticated epistemic beliefs viewed children as capable of taking responsibility for their own moral learning. Conversely, teachers who held more naïve or simplistic personal epistemic beliefs agreed that children need to learn morals through learning the rules for behaviour. Results are discussed in terms of the implications for moral pedagogy in the classroom and teacher professional development. It is suggested that in conjunction with explicitly reflecting on epistemic beliefs, professional development may need to assist teachers to ascertain how their beliefs might relate to their moral pedagogies in order to make any adjustments. 相似文献
384.
Reading First, Part B of Title 1 of the No Child Left Behind Act of 2001, provides support for states with approved programs
to improve the reading achievement of early elementary students in high poverty, chronically low achieving schools. The purpose
of this study is to examine the extent to which the Reading First program in the state of Michigan is making progress in meeting
this goal after five years of implementation. The study design makes use of the reading comprehension achievement test results
for cohorts of students who entered the program in different years and who took the test two or three times while attending
a Reading First school in Michigan between 2002 and 2006. The results indicate that overall the students showed significant
gains in reading comprehension; further, students with three years in Reading First tended to score higher than those with
two years in Reading First. However, students whose socio-demographic characteristics place them at an educational disadvantage
(e.g., eligibility for subsidized lunch) made relatively modest gains in reading comprehension. In addition, any negative
effects attributable to such student characteristics are compounded when the student body in the school is composed of a large
percentage of students with the same characteristic. These results suggest that while a successful program overall, Reading
First is not comprehensive enough to counteract the socio-demographic problems of extremely high poverty schools.
相似文献
385.
Using a mixed methods approach this study explores characteristic spirit in the post-primary publicly managed sector as understood by teachers and key school personnel of Education and Training Board (ETB) schools and ETB staff. Prior to the Education Act (1998), characteristic spirit did not apply to the ETB sector, resulting in an absence of related policy within the sector. This paper, drawing on questionnaire (n?=?126) and interview data (n?=?73), focuses on research participants’ understanding of characteristic spirit and how they see it expressed in their schools. Uncertainty around the meaning of characteristic spirit was common with over half of teacher respondents rating their level of understanding as average or below. Participants frequently found it difficult to articulate their understanding, even questioning its relevance and applicability to the ETB sector. When asked to illustrate the application of characteristic spirit in their own schools, many referred to the relational, implicit and lived nature of characteristic spirit. Furthermore, some participants believed that values played an important part in articulating a characteristic spirit for the ETB. The paper concludes by exploring some reasons for teacher uncertainty around characteristic spirit and proposes some possible future directions with regard to ETB characteristic spirit. 相似文献
386.
Adeline Rosenberg Joanne Walker Sarah Griffiths Rachel Jenkins 《Learned Publishing》2023,36(1):109-118
- Plain language summaries (PLS) are accessible, short, peer-reviewed summaries of scholarly journal articles written in non-technical language.
- The aim of PLS is to enable a broader audience of experts and non-experts to understand the original article.
- Here, we outline the evidence base for the value and impact of PLS and how they can enable diversity, equity, inclusion and accessibility in scholarly publishing.
- PLS can diversify readership and authorship, address information inequity, include typically under-represented stakeholders and provide an accessible route into scholarly literature.
387.