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This research examined the impact of the first‐year implementation of an instructional intervention to promote achievement and equity in science and literacy for culturally and linguistically diverse elementary students. The research addressed three areas: (a) overall science and literacy achievement, (b) achievement gaps among demographic subgroups, and (c) comparison with national (NAEP) and international (TIMSS) samples of students. The research involved 1,523 third‐ and fourth‐grade students at six elementary schools in a large urban school district. Significance tests of mean scores between pre‐ and posttests indicate statistically significant increases on all measures of science and literacy at both grade levels. While achievement gaps widened with third graders on some of the measures, the gaps tended to narrow with fourth graders. The results based on item‐by‐item comparisons with NAEP TIMSS samples of students indicated overall positive performance of the students in the research at the end of the school year. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 857–887, 2005 相似文献
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Epimaque Niyibizi Emmanuel Sibomana Cyprien Niyomugabo Béatrice Yanzigiye Amini Ngabonziza Jean de Dieu Juliet Perumal 《Assessment & Evaluation in Higher Education》2018,43(7):1166-1182
Assessment in institutions of higher learning has been researched worldwide. However, there are gaps in research exploring the implications of assessment practices for learners’ access to the kind of knowledge enabling them to participate in their communities’ socio-economic transformation. This is the case in the African Great Lakes region, including Rwanda. This paper investigated the assessment practices at the University of Rwanda-College of Education to establish whether they enable students to access powerful knowledge for socio-economic transformation, which promotes critical thinking and creativity, or the knowledge of the powerful, which promotes memorization of knowledge produced by experts. The study adopted mixed methods, where 361 questions from 20 examinations papers for 2014/2015 and 2015/2016 academic years were analysed using Bloom’s revised taxonomy. Interviews with lecturers and group discussions with students were conducted. The findings revealed that assessment practices heavily encourage the knowledge of the powerful, with limited focus on the socio-economic transformative knowledge. Such practices are unlikely to lead to national socioeconomic transformation, which the government expects from education. The paper recommends revisiting assessment practices in Rwandan higher education to instil in the graduates the required knowledge for active contribution to socio-economic transformation. 相似文献
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Anatomical knowledge retention in third‐year medical students prior to obstetrics and gynecology and surgery rotations 下载免费PDF全文
Rosalyn A. Jurjus Juliet Lee Samantha Ahle Kirsten M. Brown Gisela Butera Ellen F. Goldman Jill M. Krapf 《Anatomical sciences education》2014,7(6):461-468
Surgical anatomy is taught early in medical school training. The literature shows that many physicians, especially surgical specialists, think that anatomical knowledge of medical students is inadequate and nesting of anatomical sciences later in the clinical curriculum may be necessary. Quantitative data concerning this perception of an anatomical knowledge deficit are lacking, as are specifics as to what content should be reinforced. This study identifies baseline areas of strength and weakness in the surgical anatomy knowledge of medical students entering surgical rotations. Third‐year medical students completed a 20–25‐question test at the beginning of the General Surgery and Obstetrics and Gynecology rotations. Knowledge of inguinal anatomy (45.3%), orientation in abdominal cavity (38.8%), colon (27.7%), and esophageal varices (12.8%) was poor. The numbers in parentheses are the percentage of questions answered correctly per topic. In comparing those scores to matched test items from this cohort as first‐year students in the anatomy course, the drop in retention overall was very significant (P = 0.009) from 86.9 to 51.5%. Students also scored lower in questions relating to pelvic organs (46.7%), urogenital development (54.0%), pulmonary development (17.8%), and pregnancy (17.8%). These data showed that indeed, knowledge of surgical anatomy is poor for medical students entering surgical clerkships. These data collected will be utilized to create interactive learning modules, aimed at improving clinically relevant anatomical knowledge retention. These modules, which will be available to students during their inpatient surgical rotations, connect basic anatomy principles to clinical cases, with the ultimate goal of closing the anatomical knowledge gap. Anat Sci Educ 7: 461–468. © 2014 American Association of Anatomists. 相似文献
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Alison Kelly Juliet Alexander Umar Azam Carol Bretherton Gillian Burgess Alice Dorney 《British Journal of Sociology of Education》1982,3(3):281-295
Parents of 116 first‐year pupils at an urban comprehensive school were studied by questionnaire and interview. They were asked about their educational and occupational aspirations for their children, their views on sexual equality and their children's out‐of‐school activities. Educational aspirations were found to be high, with little differentiation between the sexes. Parents were enthusiastic about their daughters studying physical science and neutral about craft subjects. Occupational aspirations were also high and although they tended to be sex‐stereotyped, parents were found to be generally supportive of non‐traditional choices. Class differences were few. Most parents were in favour of working mothers, equal pay and men helping with housework. However these egalitarian attitudes coexisted with more traditional assumptions about male breadwinners and a woman's main responsibility being to her children. Parents’ own domestic labour and that which they required of their children was strongly sex‐stereotyped. The messages which children receive about gender from their homes are contradictory, but not as uniformly traditional as many teachers assume. 相似文献
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Coral Gardiner 《Mentoring & Tutoring: Partnership in Learning》2013,21(1-2):77-84
Mentoring is a rapidly growing area covering the fields of education, business and community. At a fundamental level, mentoring provides individuals with a relationship which builds from a foundation of friendship. This paper looks at the possible role of ‘friendship’ in formal mentoring systems. It analyses the elements and components of friendship and offers a model of ‘professional friendship’ within the formal mentoring context. The model represents what a. mentoring relationship might be at a generic level and the paper argues for a model of ‘professional friendship’ to be integral to quality mentoring. 相似文献
78.
Juliet Goldbart Swapna Mukherjee 《International Journal of Disability, Development & Education》2000,47(4):337-353
Play, in the West, is seen by professionals as a crucial context for the transmission of skills, such as problem-solving, language, and communication. As such, it forms the vehicle for much intervention and therapy. Reports were elicited from parents of children with cerebral palsy in West Bengal on the activities they engaged in with their child and on the toys, if any, the child possessed. The majority of parents reported spending time playing with and teaching their child and all respondents named at least two toys belonging to their child. Associations between play and teaching and characteristics of the families are examined along with implications for parent involvement programs in non-Western contexts. 相似文献
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AbstractEducation is an indispensable tool for total economic emancipation in Africa and elsewhere. Thus, it is a great cause for concern that teachers, who are the main drivers of education, are so strongly affected by HIV/AIDS. A large part of the profound impact of HIV/AIDS is felt in education and threatens the quality of education. The study reported on examined how principals are managing the challenges caused by absenteeism among teachers living with HIV/AIDS. A narrative inquiry design situated in the qualitative research approach was used together with narrative interviews to elicit qualitative data. The study was embedded within the social constructivist paradigm. Transformational leadership and ethics of care formed the theoretical framework of the study. The qualitative content analysis was used to analyse the data. The key findings reveal how principals maintain quality of instructional effectiveness through substituting sick and absent teachers using a relief system. They also support, empower and advise teachers. Principals should be provided with support from the Department of Education (DoE) to replace teachers timeously before teaching and learning are disrupted. 相似文献
80.
As part of a larger project aimed at promoting science and literacy for culturally and linguistically diverse elementary students, this study has two objectives: (a) to describe teachers' initial beliefs and practices about inquiry‐based science and (b) to examine the impact of the professional development intervention (primarily through instructional units and teacher workshops) on teachers' beliefs and practices related to inquiry‐based science. The research involved 53 third‐ and fourth‐grade teachers at six elementary schools in a large urban school district. At the end of the school year, teachers reported enhanced knowledge of science content and stronger beliefs about the importance of science instruction with diverse student groups, although their actual practices did not change significantly. Based on the results of this first year of implementation as part of a 3‐year longitudinal design, implications for professional development and further research are discussed. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1021–1043, 2004 相似文献