全文获取类型
收费全文 | 260篇 |
免费 | 4篇 |
专业分类
教育 | 213篇 |
科学研究 | 4篇 |
各国文化 | 2篇 |
体育 | 29篇 |
综合类 | 2篇 |
文化理论 | 1篇 |
信息传播 | 13篇 |
出版年
2023年 | 3篇 |
2022年 | 5篇 |
2021年 | 2篇 |
2020年 | 7篇 |
2019年 | 11篇 |
2018年 | 14篇 |
2017年 | 20篇 |
2016年 | 10篇 |
2015年 | 10篇 |
2014年 | 9篇 |
2013年 | 50篇 |
2012年 | 3篇 |
2011年 | 9篇 |
2010年 | 4篇 |
2009年 | 5篇 |
2008年 | 11篇 |
2007年 | 15篇 |
2006年 | 6篇 |
2005年 | 3篇 |
2004年 | 9篇 |
2003年 | 5篇 |
2002年 | 4篇 |
2001年 | 4篇 |
2000年 | 2篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 4篇 |
1996年 | 4篇 |
1995年 | 7篇 |
1994年 | 1篇 |
1993年 | 4篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1990年 | 2篇 |
1987年 | 4篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1982年 | 1篇 |
1980年 | 3篇 |
1979年 | 3篇 |
1976年 | 1篇 |
1973年 | 1篇 |
1971年 | 1篇 |
排序方式: 共有264条查询结果,搜索用时 8 毫秒
181.
182.
183.
Kerry J. Kennedy 《Higher Education Quarterly》1995,49(3):191-209
The purpose of this paper is to outline recent changes to higher education in Australia and assess the implications of those changes for teaching and learning in universities. Three main changes have been identified:
1. The meta-policy context that has transformed a binary system of higher education into a unified national system of universities. This has given rise to the concept of the comprehensive university accompanied by an economic rationalist approach to the funding of higher education. Issues identified are the relativities to be accorded to teaching and research in the new universities and the push for more efficient modes of teaching.
2. Institutional changes that have influenced the traditional character of universities. These changes include the politicisation of Vice-Chancellors whose peak body is now recognised by the government as the single voice of the university sector, the changing student composition of universities as a result of government policies relating to overseas students and students who have been traditionally underpresented in universities and the introduction of academic staff appraisal. An assessment is made of this broad range of changes on teaching and learning.
3. Changing conceptions of teaching are discussed with a particular emphasis on the work of Shulman and its implications for teaching in the university. 相似文献
1. The meta-policy context that has transformed a binary system of higher education into a unified national system of universities. This has given rise to the concept of the comprehensive university accompanied by an economic rationalist approach to the funding of higher education. Issues identified are the relativities to be accorded to teaching and research in the new universities and the push for more efficient modes of teaching.
2. Institutional changes that have influenced the traditional character of universities. These changes include the politicisation of Vice-Chancellors whose peak body is now recognised by the government as the single voice of the university sector, the changing student composition of universities as a result of government policies relating to overseas students and students who have been traditionally underpresented in universities and the introduction of academic staff appraisal. An assessment is made of this broad range of changes on teaching and learning.
3. Changing conceptions of teaching are discussed with a particular emphasis on the work of Shulman and its implications for teaching in the university. 相似文献
184.
Kerry Shephard 《Journal of Higher Education Policy & Management》2017,39(1):4-19
A general inductive analysis was applied to 98 submissions made to a recent review of New Zealand’s tertiary education system, primarily to enable those interested to engage with multiple viewpoints about this highly complex educational system. The analysis yielded three substantial themes that reoccur throughout the submissions and that may warrant further research. The three themes relate to: competition, incorporating willingness and ability to compete at different levels in the sector; trust, incorporating expectations of being trusted to provide high-quality educational support for all learners as well as, to varying degrees, an expectation that the broad outcomes of this high-quality educational support should be trusted, rather than measured, by all stakeholders; and the purpose of the educational endeavour being considered and whether or not different parts of the sector do, or should, emphasise different purposes. The analysis yielded a model or theory about the underlying structure of the experiences illustrated by the 98 submissions that may assist those interested in tertiary education to address the new models of tertiary education being considered by the review. 相似文献
185.
Kerry B. Bernes Angela D. Bardick David T. Orr 《International Journal for Educational and Vocational Guidance》2007,7(2):81-96
More efficacy studies, experimental designs, and longitudinal research in career guidance and counselling in educational and organizational settings, and for diverse cultural and economic backgrounds are needed. Research on the effectiveness of career guidance and counselling that demonstrates gains on a variety of levels is necessary to enhance the future of the field. Recommendations for internationalizing career guidance and counselling research by using a scientist practitioner model, diverse research methodology, and instruments to measure career outcomes are made. 相似文献
186.
187.
In view of the uniqueness of the initiatives in post-compulsory education in Australia in the 1980s, a retrospective account is provided of one of the most significant initiatives, namely, the Commonwealth government’s Transition Program. Based on a synthesis of case studies of West Australian, Victorian and South Australian transition projects, it was found that it is possible to transform the traditional curriculum, improve student-teacher relationships, involve students in decision-making and enhance students’ self-esteem, satisfaction with school and ability to interact with each other and with adults. Some projects, however, led to increased workload and stress among teachers closely involved. General factors found to facilitate school change were: support of the principal and other senior staff, support from the system (eg., consultants), financial support, availability of people to act as project co-ordinators, support from project committees, and the availability of teachers on time release. Factors impeding school change were jealousy and resentment among non-participant teachers and staff turnover. 相似文献
188.
Denise D. Shearer Frank W. Kohler Kristin A. Buchan Kerry M. McCullough 《Early education and development》1996,7(3):205-220
This study examined the effects of self-monitoring on the activity engagement and social interaction of three preschoolers with autism. Each child participated in daily play activities with one nondisabled peer and received little adult direction during an initial baseline phase. Two intervention procedures were then implemented in an alternating fashion during a second condition. The first procedure required an adult to prompt the children to exchange social overtures. The adult also moved beads to record completed exchanges and provided a small post session reward to each child if they accomplished a criterion number of exchanges. During the second monitoring procedure the children moved their own beads while the adult provided fewer prompts and gave a post session reward. The child monitoring procedure was then implemented without prompts during a final follow-up phase. A combined alternating treatment and multiple baseline design were used to examine the effects of each experimental condition. Although all three children exhibited high levels of active engagement during baseline, most of their responses occurred in a solitary fashion. The adult and child monitoring procedures produced equal increases in children's engagement with nondisabled peers during the alternating intervention phase. The child monitoring procedure also maintained children's independent interactions during the follow-up condition. Supplemental observations in follow-up also indicated that children exchanged a wide range of different overtures and exhibited varying levels of consistency in their self monitoring. 相似文献
189.
Encouraging multiple forms of scholarship in faculty reward systems: Does It Make a Difference? 总被引:1,自引:0,他引:1
This article presents findings from a national study of Chief Academic Officers of 4-year institutions on the impact of policy efforts to encourage multiple forms of scholarship in faculty roles and rewards. The extent of reform, kinds of reform and influence of initiating reform is examined in four areas: expectations for faculty evaluation, the faculty evaluation process, promotion and tenure outcomes, and institutional effectiveness. The findings are also examined by institutional type. Findings from this study show that campuses that initiated policy reforms to encourage multiple forms of scholarship were significantly more likely than their counterparts to report that teaching scholarship and engagement counted more for faculty evaluation, to report a broader set of criteria used to assess scholarship, and report a higher percentage of tenure and promotion cases that emphasized their work in these areas. In addition, CAOs at campuses that initiated reforms reported a greater congruence between faculty priorities and institutional mission, and greater improvement in attention to undergraduate learning over the last decade. 相似文献
190.
In this study researchers examined the effectiveness of one of the largest teacher education programs located within the largest research-intensive universities within the US. They did this using a value-added model as per current federal educational policy imperatives to assess the measurable effects of teacher education programs on their teacher graduates’ students’ learning and achievement as compared to other teacher education programs. Correlational and group comparisons revealed little to no relationship between value-added scores and teacher education program regardless of subject area or position on the value-added scale. These findings are discussed within the context of several very important data and methodological challenges researchers also made transparent, as also likely common across many efforts to evaluate teacher education programs using value-added approaches. Such transparency and clarity might assist in the creation of more informed value-added practices (and more informed educational policies) surrounding teacher education accountability. 相似文献