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91.
Helena P. Miranda Michael Russell 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(4):652-666
Analyses presented here are secondary data analyses of the Use, Support and Effect of Instructional Technology study aimed at identifying predictors of teacher‐directed student use of technology (TDS) in elementary classrooms. Using data from a convenience sample of 1040 teachers nested within 81 schools in 21 Massachusetts' school districts, researchers developed a teacher‐level structural equation modeling for TDS depicting relationships between and among factors associated with TDS. Researchers relied on diffusion and adoption theories as well as prior empirical evidence to specify the hypothetical model. Evidence presented here suggests that the strongest predictors of TDS are as follows: (1) teachers' experience with technology, (2) belief that technology is beneficial to meet instructional goals, (3) perceived importance of technology for teaching and that (4) experiencing obstacles with the integration of technology appears to be one deterrent to teachers using technology in the classroom. The most important finding reported here is that two of the most important factors in increasing TDS are teachers' beliefs about the benefits of technology and perceived importance of technology for teaching. 相似文献
92.
Maike J.P.W. Wehrens Abraham P. Buunk Miranda J. Lubbers Pieternel Dijkstra Hans Kuyper Greetje P.C. van der Werf 《Contemporary educational psychology》2010
The goal of the present study was to study the relationship between affective responses to social comparison and test scores among high school students. Our analyses showed that three types of responses to social comparison could be distinguished: an empathic, constructive, and destructive response. Whereas girls scored higher on empathic response, boys scored higher on destructive response. In addition, students who had a high social comparison orientation (SCO) scored higher on all three types of responses than students who expressed a low SCO. Multilevel regression analyses indicated that, after controlling for previous performance, a destructive response was negatively related to performance on tests for reading comprehension and mathematics. An empathic response was positively related to performance on reading comprehension only whereas a constructive response compensated the negative relationship between destructive response and reading comprehension. Theoretical and practical implications are discussed. 相似文献
93.
94.
Learning in the arts has the potential to be a co‐constructive means of inquiry for students, which enables experience of the self in relation to practice. This research explores a practice‐based investigation of agency as self‐definition, amid normative social constructions of the subject. The focus for data analysis is a project taught to BTEC Level 2 Art and Design students in a deprived area of North London (2010–12). A dialogue is presented between the implications for Sartre's theory of free‐will and a Foucauldian critique of social construction. Applications for this comparative theory are discussed here as a form of resistance to the compression of learning identities in art and design, and across the curriculum. This is an approach which encourages emancipated self‐representation, acknowledging cultural diversity, for a discursive environment viable at all levels of study. In exploring the data, a positioning of free‐will with social responsibility is identified as an inclusive forum for creative understanding, and the tolerance of difference. 相似文献
95.
Ine Vanwesenbeeck Ilse Flink Miranda van Reeuwijk Judith Westeneng 《Sex education》2019,19(3):297-312
Recently in Sex Education authors have raised concern with regards to Comprehensive Sexuality Education (CSE) in resource-poor countries as part of Western European development aid policy. It has been argued that the agency-focused and rights-based nature of ‘northern’ sexuality education puts too much responsibility on young people’s shoulders and disregards their insecurity and shame, as well as local culture more generally. By promoting a rights-based approach to CSE in countries in the South, European development organisations would risk being insensitive to local collective concerns, networks, sensitivities and affects, not least those based in religion. In addition to concerns related to CSE content, concern has been expressed about the unequal relationships between stakeholders from the global north versus the global south in the shaping of youth sexuality education. The issues raised are important and call for further elaboration and discussion, which is what we intend to initiate here. The viewpoints we present relate, among others, to the balance between structure and agency focused perspectives in CSE; the multiplicity of needs with regard to sexual agency; the precariousness of international partnerships; ongoing national and international controversies over sexual rights; and the absolute necessity for multicomponent approaches and careful community building as part of CSE implementation and scale-up. 相似文献
96.
Bi Ying Hu Keang-Ieng Vong Miranda Chi Kuan Mak 《Early Years: An International Journal of Research and Development》2015,35(1):50-66
This study examined the effectiveness of one province’s Kindergarten Quality Rating System in differentiating quality levels using the Chinese Early Childhood Environment Rating Scale (CECERS). Results confirmed that, except for the difference between the Standard and Level-3 Kindergartens, the CECERS was successful in detecting the differences among various quality levels based on Space & Furnishing, Personal Care Routines, Curriculum Planning & Implementation, Whole-Group Instruction, Activities, Language-Reasoning, Guidance & Interactions, and Parents & Staff. The findings suggest combining the Standard and Level-3 Kindergartens to improve the efficacy and efficiency of the quality rating system. Moreover, to ensure a quality ECE for children from disadvantaged backgrounds, the findings suggest that the government must increase both the number of rural programs and the quality of local ECE programs, especially rural and private programs. Finally, practitioners are encouraged to use the CECERS as a tool for improving ECE quality and for ensuring a quality early childhood education for every child. 相似文献
97.
Alberto Soriano-Maldonado Jonatan R. Ruiz Inmaculada C. Álvarez-Gallardo Víctor Segura-Jiménez Alfredo Santalla Diego Munguía-Izquierdo 《Journal of sports sciences》2015,33(14):1515-1522
The present study aimed (1) to assess the validity and reliability of the Borg category-ratio (CR-10) scale for monitoring exercise intensity in women with fibromyalgia (FM) and (2) to examine whether women with FM can discriminate between perceived exertion and exercise-induced pain. Thirty-three women with FM performed two incremental treadmill tests (1 week separated). Heart rate, oxygen uptake, minute ventilation and respiratory quotient were measured. The ratings of perceived exertion (RPE: CR-10 scale) and exercise-induced pain were obtained at each workload. The Spearman’s correlation of RPE with the physiological responses ranged from 0.69 to 0.79. The regression models explained ~50% of the variability of the studied physiological responses. We found “perfect acceptable” agreement in 69% of the observations. Weighted Kappa was 0.66 (95% confidence interval [CI]: 0.59–0.72). There were differences between RPE and pain at workloads 3 (1.50; 95%CI: 0.85–2.16), 4 (2.10; 95%CI: 1.23–2.96), 5 (3.40; 95%CI: 1.29–5.51) and 6 (3.97; 95%CI: 1.61–6.33). The main findings of the present study suggest that the Borg CR-10 scale is valid and moderately reliable for monitoring exercise intensity in women with FM, and these patients were able to discriminate between exertion and exercise-induced pain. 相似文献
98.
Maya-Jariego Isidro Holgado Daniel González-Tinoco Elena Castaño-Muñoz Jonatan Punie Yves 《Educational technology research and development : ETR & D》2020,68(1):203-224
Educational technology research and development - Participants in massive open online courses show a wide variety of motivations. This has been studied with the elaboration of classifications of... 相似文献
99.
Miranda Christou 《British Journal of Sociology of Education》2007,28(6):709-722
This paper examines arguments about the teaching of history in Cyprus, especially as they relate to the cultivation of patriotism. I point out how the narratives of ‘sacred history’ and ‘dangerous memories’ are discursive elements of a pedagogy that aims at maintaining patriotism by preventing subjective and divisive personal memories from eroding a cohesive national narrative. Along with other linguistic strategies (‘passions of the past’), these discourses allow an idealization of history and a rejection of subjective, personal memory. I argue that this contributes to viewing history as a distant entity and not as a field of action, something that ultimately works against the purported goal of sustaining patriotism. 相似文献