全文获取类型
收费全文 | 287篇 |
免费 | 4篇 |
专业分类
教育 | 215篇 |
科学研究 | 8篇 |
体育 | 40篇 |
文化理论 | 3篇 |
信息传播 | 25篇 |
出版年
2023年 | 1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 | 18篇 |
2015年 | 6篇 |
2014年 | 20篇 |
2013年 | 65篇 |
2012年 | 8篇 |
2011年 | 11篇 |
2010年 | 11篇 |
2009年 | 10篇 |
2008年 | 10篇 |
2007年 | 11篇 |
2006年 | 3篇 |
2005年 | 5篇 |
2004年 | 6篇 |
2003年 | 2篇 |
2002年 | 3篇 |
2001年 | 3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 |
排序方式: 共有291条查询结果,搜索用时 15 毫秒
221.
Karin Tweddell Levinsen 《Education and Information Technologies》2007,12(1):41-51
Worldwide there is an increasing demand for educational institutions to offer part of their educations online and mixed mode.
For institutions to comply with these demands, it is necessary to prepare teachers (and other members of the staff), to fulfil
their responsibilities within the virtual environment. Teachers must be able to organize their courses pedagogically according
to different conditions, i.e., subject domains, group sizes, variations within communication and interaction. Teachers must
acquire knowledge and skills in handling Information and Communication Techniques (ICT) as well as pedagogical possibilities
and constraints inherited in the software available. Several studies demonstrate that technical obstacles are easier to overcome
than lack of communication skills. Also the consequenses of communication breakdowns tend to create serious problems that
technology cannot solve. These problems concern how teachers function satisfactory as mediators and coaches in collaborative,
knowledge sharing virtual environments. For example, how teachers support their students in becoming online-students and how
they facilitate complex discussions on difficult topics. This is a big challenge for everybody involved in e-learning, and
the challenge is not met by offering introductory courses for university teachers. Based on basis of a recent examination
of concrete actions and strategies for the future within 11 Danish universities, the auther argues that there exists a severe
mismatch between the organisational expectations and strategies and the competence-evolving activities that the same organisations
offer to their staff. A recent case study of a university pedagogy course on e-learning for university teachers demonstrates
and identifies some of the consequences of the mismatch. Finally the author suggests strategies to meet the demands of the
future online university. 相似文献
222.
We examine how global pressures for competitiveness and gender equality have merged into a discourse of ‘inclusive excellence’ in the twenty-first century and shaped three recent German higher education programmes. After placing these programmes in the larger discourse about gender inequalities, we focus on how they adapt current global concerns about both being ‘the best’ and increasing ‘gender equality’ in locally specific ways, a process called vernacularisation. German equality advocates used ‘meeting international standards’ as leverage, drew on self-governance norms among universities, used formal gender plans as mechanisms to direct change, and set up competition to legitimate intervention. This specific incremental policy path for increasing women's status in German universities also mobilised the national funding agency and local gender equality officers as key actors, and placed particular emphasis on family friendliness as the expression of organisational commitment to gender equality. 相似文献
223.
224.
Karin Murris 《International journal of qualitative studies in education》2019,32(7):872-886
In this paper, we use a diffractive reading developed by feminist philosopher and quantum physicist Karen Barad, as part of a response-able methodology, in order to consider the claim made by Serge Hein in his paper ‘The New Materialism in Qualitative Inquiry: How Compatible Are the Philosophies of Barad and Deleuze?’ (2016) that the philosophies of Barad and Deleuze and Guattari are incommensurable. Our point of departure is from a stance which is quite different from that of Hein’s – we propose that it is indeed productive to put the work of Barad into conversation with that of Deleuze. As an alternative to critique used by Hein to engage with the work of Barad and Deleuze, we consider how a response-able and diffractive reading of notions of critique could provide a more affirmative and productive way of reading academic texts, including those by Barad and Deleuze. 相似文献
225.
Unpacking the issues: Researching the shortage of school principals in two states in Australia 总被引:1,自引:0,他引:1
Karin Barty Pat Thomson Jill Blackmore Judyth Sachs 《The Australian Educational Researcher》2005,32(3):1-18
An investigation into the declining supply of principals in two states in Australia revealed that a mosaic of issues surrounds
the overall trend towards fewer applications for vacant positions. Looking beyond systemic factors influencing this trend
— factors such as the increasing workload of principals — this study discovered why some schools are more affected by a shortage
of applicants than others. We found that one of four categories of deterrents was generally involved with declining numbers
of applications: location, the size of school, the presence of an incumbent, or difficulties arising from local educational
politics. We found, furthermore, that smaller numbers of applicants for vacant positions do not necessarily indicate a decline
in interest in school leadership: interest in the principalship remains relatively high but principal aspirants have become
increasingly strategic in their applications. Whilst drawing attention, in this paper, to the research finding that numerical
interpretations of principal supply have serious limitations, we are keen to acknowledge, briefly, the research data that
refers to (a) social and generational changes (b) demographic information, (c) teacher resistance to the modern principalship
and how these data explain declining numbers. We also include information about recent changes that go counter to the trend. 相似文献
226.
227.
Karin Ishimine 《The Australian Educational Researcher》2011,38(3):257-274
Large numbers of young children spend significant amounts of time in early childhood educational settings. Concerns about
the quality of this experience have increased substantially in recent years. Further, as social inequalities in Australia
continue to grow the gap between disadvantage and advantage widens despite overall levels of increased economic prosperity.
Provision of quality early childhood education may be one important way to address disadvantage as international studies show
that high quality early childhood education experience contributes to reducing inequality later in life. This study investigated
the relationship between quality and disadvantage in a childcare centre in urban Australia. Employing a case study approach,
building on Bronfenbrenner’s theory and previous literature, the study found that four key components affected the quality
of childcare in this centre—physical environment, staff–child interaction, curriculum/program and family support. Importantly,
staff knowledge and dedication were crucial to achieving quality. 相似文献
228.
Karin Wolff 《Journal of Education & Work》2017,30(8):840-853
Employer complaints of engineering graduate inability to ‘apply knowledge’ suggests a need to interrogate the complex theory-practice relationship in twenty-first century real world contexts. Focussing specifically on the application of mathematics, physics and logic-based disciplinary knowledge, the research examines engineering problem-solving processes as enacted by recent graduates in a range of industrial settings. Theoretically situated in the sociology of education, the Bernsteinian concept of knowledge structures and Legitimation Code Theory epistemic relations are utilised to surface the disciplinary basis of problem solving in different sociotechnical contexts. It is argued that the relationship between the ‘what’ and the ‘how’ of the problem gives rise to significantly different practice ‘codes’ between which successful engineering problem-solvers are required to shift. This paper presents two contrasting case studies which demonstrate the impact of the environment on code-shifting practices. Findings suggest that engineering curricula need to facilitate a more conceptual grasp of contextual complexities. 相似文献
229.
Annika Manni Christina Ottander Karin Sporre 《Journal of Adventure Education & Outdoor Learning》2017,17(2):108-121
This study uses John Dewey’s theoretical concept of ‘aesthetic experience’ in empirically exploring expressions of cognition and emotion in students’ meaning-making processes. A case study was conducted in one class of Grade 6 students during a single school semester. This article reports results from five outdoor days. The empirical material consists of observations, field notes, logbook entries, interviews and students’ written reflections. The students’ meaning-making processes were analyzed through the Deweyan theory of an initial phase involving anticipation, an activity phase with courses of actions and a concluding phase with reflections that serve as fulfillments. Expressions of aesthetic experience were identified in four important components of the students’ meaning-making processes: prior personal experiences; responses to environments and artifacts; social interaction; and situations allowing for responsibility, trust and independence. A more in-depth process-oriented analysis revealed that aesthetic experiences are vital in continuous meaning-making processes. 相似文献
230.
Haagsman Marjolein E. Koster Margot C. Boonstra Johannes Scager Karin 《Journal of Science Education and Technology》2021,30(4):461-470
Journal of Science Education and Technology - Lab activities are characteristic of life science education. In the current study, we investigate whether pre-lab modules can improve students’... 相似文献