全文获取类型
收费全文 | 303篇 |
免费 | 4篇 |
专业分类
教育 | 229篇 |
科学研究 | 10篇 |
体育 | 40篇 |
文化理论 | 3篇 |
信息传播 | 25篇 |
出版年
2023年 | 2篇 |
2022年 | 5篇 |
2021年 | 6篇 |
2020年 | 10篇 |
2019年 | 12篇 |
2018年 | 27篇 |
2017年 | 17篇 |
2016年 | 19篇 |
2015年 | 6篇 |
2014年 | 21篇 |
2013年 | 67篇 |
2012年 | 8篇 |
2011年 | 11篇 |
2010年 | 13篇 |
2009年 | 10篇 |
2008年 | 14篇 |
2007年 | 11篇 |
2006年 | 3篇 |
2005年 | 5篇 |
2004年 | 6篇 |
2003年 | 2篇 |
2002年 | 4篇 |
2001年 | 4篇 |
2000年 | 5篇 |
1999年 | 3篇 |
1997年 | 1篇 |
1996年 | 2篇 |
1995年 | 2篇 |
1994年 | 4篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1986年 | 1篇 |
1984年 | 1篇 |
1967年 | 1篇 |
1966年 | 2篇 |
排序方式: 共有307条查询结果,搜索用时 15 毫秒
81.
This paper applies a sociology of childhood approach to the study of the sexual socialisation of young children in the USA. It examines both children's and parents' active participation in this dynamic and collaborative process through conversations between 49 parents and their 54 preschool children that were audio-recorded while they read books about ‘where babies come from’. Parents also participated in a brief survey. The authors found that, while parents do foreclose such conversations as previous research has indicated, they also use a variety of other tactics, including adding information and emotion management. These findings illustrate children's active engagement in their own sexual socialisation through their questions, confusions and distractions, which affected the amount and type of information that was elicited. 相似文献
82.
Bosma Evelyn Bakker Arthur Zenger Linda Blom Elma 《European Journal of Psychology of Education - EJPE》2023,38(1):225-247
European Journal of Psychology of Education - In this review, we evaluate the claim that translanguaging in the classroom supports the development of the bilingual lexicon by enhancing... 相似文献
83.
Bodil Sundberg Sofie Areljung Karin Due Kenneth Ekström Christina Ottander Britt Tellgren 《International Journal of Science Education》2013,35(17):2061-2077
ABSTRACTIn this study, Activity Theory (AT) is used to analyse general patterns for how cultural and historical factors interact with the shaping of science activities in preschools. Data was produced from field notes, video observations, video stimulated recall group discussions and individual interviews with preschool teachers at fourteen preschool units, where science activities were described as a common feature of the practice. Two factors were found to be particularly important for how and whether science learning opportunities were afforded the children: the structure of the preschool community and the type of educational culture within it. In communities characterised by weak mutual commitment and without joint understanding of the purpose of the activities, the science learning objects of the activity often became fragmented and thereby elusive. This was also true for strong communities, with a shared approach and a joint understanding of the purpose of the science activities, but with educational cultures where science learning was not actively supported. In contrast, a strong community combined with an educational culture that allowed teachers to lead and intentionally frame the science content, offered child-centred science activities with clear science learning objects. 相似文献
84.
ABSTRACTResearch on reading achievement and reading motivation has rarely addressed the question if and how they affect each other over time. In our study, we investigate the reciprocal effects between reading achievement and both intrinsic and extrinsic reading motivation during elementary school. We measured reading achievement and intrinsic and extrinsic reading motivation in 966 students at 3 points of measurement during 3rd and 4th grade. Consistent with previous research, cross-lagged panel analyses revealed positive reciprocal effects between reading achievement and intrinsic reading motivation. Effects of reading achievement on intrinsic reading motivation were found during Grades 3 and 4, whereas effects of intrinsic motivation were limited to Grade 3. No reciprocal effects between reading achievement and extrinsic reading motivation were found. We discuss the implications of our results for daily teaching practices and effective reading instruction. 相似文献
85.
ABSTRACT This article explores university students’ constructions of the ideal student at present-day university, that emphasises student-as-consumer culture and employability rather than education as a virtue in itself. The research is based on thematic narrative accounts (n = 67) generated in a generalist field in one regional Finnish university. We apply a narrative-discursive approach to analyse how ‘traditional’ young students (n = 34) and ‘non-traditional’ mature students (n = 33) position themselves in relation to the ideal good student in a present-day university and in relation to their university studies. Moreover, we examine some of the consequences of such positionings for the students themselves. Our analysis indicates that the present-day university student is constructed in line with the ideal student of the neoliberal order and student-as-consumer culture. However, whereas mature students positioned themselves as customers and were comfortable with the demands of today’s university for self-directedness and self-responsibility, younger students positioned themselves as ‘school pupils’ and were critical about being left on their own without adequate support. The study suggests that the terms ‘traditional’ and ‘non-traditional’ make differences related to age and different kinds of student positionings visible and, thus, also possible to reconstruct the ideals and normalities of the present-day neoliberal university. 相似文献
86.
Christine Edwards-Groves Peter Grootenboer Karin Ronnerman 《Educational Action Research》2016,24(3):369-386
AbstractPractices such as formal focused professional dialogue groups, coaching conversations, mentoring conversations and professional learning staff meetings have been taken up in schools and pre-schools as part of long-term action research and development activities to improve the learning and teaching practices. The development of relational trust has long been described in the literature as pivotal for the ongoing ‘success’ of such research and development in sites. In this article, we attempt to re-characterise relational trust as it is accounted for by participants in action research. We present data from a cross-nation study of middle leaders from Australian primary schools and Swedish pre-schools. Middle leaders are those teachers who ‘lead across’; they have both an acknowledged position of leadership or responsibility for the practice development of colleagues and a significant teaching role. The larger study examined the practices of middle leaders; and in this article we draw on interview data from one of the case-study sites that illustrate how colleagues in schools recognise the role middle leaders have for facilitating action research and teaching development. This article specifically presents excerpts from semi-structured interviews with 25 teachers, three principals, three executive teachers and three district consultants. Interviewees described how nourishing a culture of relational trust and mutual respect are critical features in the change endeavour. For them, the practices of the middle leader who facilitated the action research were instrumental in developing trust for teacher development. Analysis of participant accounts revealed five dimensions of trust: interpersonal trust, interactional trust, intersubjective trust, intellectual trust, and pragmatic trust. 相似文献
87.
88.
Karin Priem 《Paedagogica Historica: International Journal of the History of Education》2016,52(3):286-299
This article focuses on senses, emotions and cultural practices such as writing, reading and speaking in West Germany after 1945. The period immediately following the end of the Second World War – the so-called Stunde Null, or “zero hour” – has generally been seen as a time of new beginnings, also with regard to cleansing the German language and breaking the silences of the past. This historical examination of sensory-emotional and material contexts and related cultural practices takes as its source Hanns-Josef Ortheil’s autobiographical novel Die Erfindung des Lebens (The Invention of Life), published in 2009. Ortheil’s novel is about a child’s enormous struggle to learn how to feel, see, read, write and speak. This so-called “ego document”, told by a first-person narrator, focuses on the links between things, objects, senses, emotions, and the acquisition of cultural skills and techniques while at the same time providing subtle commentary on post-war West German society. 相似文献
89.
Karin Hoisl 《Research Policy》2007,36(5):619-636
This paper analyses the causality between inventor productivity and inventor mobility. The results show that the level of education has no influence on inventor productivity. Making use of external sources of knowledge, on the contrary, has a significant effect on productivity. Finally, firm size has a positive impact on productivity. Firm size also influences inventor mobility, although negatively. Whereas existing research implicitly assumes causality to point in one direction, this study ex ante allows for a simultaneous relationship. To deal with the expected endogeneity problem, instrumental variables techniques (IVREG and IVPROBIT) will be employed. Results show that mobile inventors are more productive than non-movers. Whereas a move increases productivity, an increase in productivity decreases the probability to observe a move. 相似文献
90.
In order to examine and explain differences in self-regulated (SR) deep learning of successful immigrant and non-immigrant
students we investigated a population of 650 high track 10th grade students in Amsterdam, of which 39% had an immigrant background.
By means of a questionnaire based on the MSLQ of Pintrich and De Groot (1990) the students reported their use of learning
and resource management strategies, and their motivational values and attitudes. Two tests measured vocabulary and mathematical
reasoning. Background characteristics, grades, track position and school composition (i.e., proportions of immigrant students)
were registered as well.
A factor analysis yielded two learning patterns: self-regulated deep learning and self-regulated surface learning. Subsequent
analyses of variance showed that, compared to boys, girls prefer SR surface learning. However, immigrant girls fit best in
the SR deep learning pattem. The contrast between immigrant and non-immigrant girls is substantial. Explanations for this
particular group difference, and for variance in SR deep learning in general, were explored. Of the achievement measures,
only average grade explains variance in SR deep learning. Motivational values and resource management strategies do so as
well. Track position does not, but school composition does affect the way immigrant students learn. Schools with more than
60% immigrant students enhance more SR deep learning than schools with less than 20% immigrant students. As the difference
in SR deep learning between immigrant and non-immigrant girls is not explained by any of the covariates, we suggest alternative
explanations in the discussion section. 相似文献