全文获取类型
收费全文 | 259篇 |
免费 | 5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 78 毫秒
131.
132.
Recent official publications have emphasised the need for differentiation to take place in classrooms in order to ensure that the needs of all pupils, including the more able, are met effectively. These publications list methods of differentiation which are ‘recommended’ for classroom use. This article researches the views of teachers about the value of these recommended methods of differentiation for able pupils in primary and secondary classrooms. It concludes that the teachers are more subtle in their use of the methods than the official publications allow for and it suggests that no single method can be applied without understanding the context in which it is used. 相似文献
133.
This study investigated the relationships of students’ incremental beliefs of math ability to their achievement emotions, classroom engagement and math achievement. A sample of 273 secondary students in Singapore were administered measures of incremental beliefs of math ability, math enjoyment, pride, boredom and anxiety, as well as math classroom attention and disruption. In addition, students’ end-of-year math achievement scores were collected from school records. The hypothesised mediation model was supported in structural equation modelling analysis. Incremental beliefs of math ability were associated positively with math enjoyment and pride, and negatively with math boredom and anxiety. Achievement emotions fully mediated the relationships of incremental beliefs of math ability to classroom engagement and math achievement. Incremental beliefs of math ability were associated positively with classroom attention through math enjoyment and pride, negatively with classroom disruption through math anxiety and positively with math achievement through the two outcome-related emotions, math pride and anxiety. The findings and implications are discussed in the academic context of Singapore. 相似文献
134.
135.
Rachel A. Gordon Kerry G. Hofer Ken A. Fujimoto Nicole Risk Robert Kaestner Sanders Korenman 《Early education and development》2013,24(8):1086-1110
Research Findings: The Early Childhood Environment Rating Scale–Revised (ECERS-R) is widely used, often to evaluate whether preschool programs are of sufficient quality to improve children’s school readiness. We examined the validity of the measure for this purpose. Item response theory (IRT) analyses revealed that many items did not fit together to measure single dimensions, particularly when rated by consultants as indicating aspects of quality relevant for multiple domains of child development. IRT results also conflicted with the scale developers’ expectations in terms of whether markers that they attached to higher response categories represented higher quality empirically. When reanalyzed based on experts’ ratings, IRT results also showed that relatively few indicators captured the moderate to high range of quality. Practice or Policy: Our results suggest that policymakers should carefully consider whether measures designed for specific purposes are appropriate for other high-stakes uses. We encourage continued refinement of existing quality measures, development of new measures, and the accumulation of evidence for their various uses. 相似文献
136.
The burgeoning body of empirical research in the area of positive psychology points to the beneficial effect of gratitude on factors that could be relevant to some of the challenges faced by pre-service teachers. Although the topic of gratitude has also long been discussed in other fields, there has been a noticeable absence of mention in teacher education research, and in education more broadly. The present article presents a theoretical framework for considering gratitude in the context of pre-service teachers’ professional experience. It then outlines a small qualitative pilot study of outcomes reported by six pre-service teachers when they consciously applied gratitude in their second practicum. The practicum was undertaken in a variety of primary- and secondary-school settings. Each participant reported positive effects in the areas of improved relationships, enhanced wellbeing, and improved teaching outcomes. Although this was a small exploratory study, the findings align closely with wider empirical work on gratitude. We propose that the outcomes reported by participants in this small study point to the value of further research on the role of gratitude in educational contexts and of considering practices of gratitude in teacher education pedagogy. 相似文献
137.
Courses dealing with crime and the criminal justice system go under various names, Criminology, Criminal Justice, Justice Studies, and Justice Administration being among the most popular. Presumably, those who name these courses see subtle differences between these names and select a title that is seen to best reflect the particular focus of their course. For example, in Australia Justice Administration has been generally used for courses that have an explicit vocational mission. This paper, however, is not about what these various courses contain, but what people think they contain. The paper reports on a study that examined the perceptions of various course names by prospective and current students in the field. It is argued that the name of a course has significant implications for the attractiveness of that course to prospective students and the way that students in a course define their studies. Moreover, the meanings that students attach to course names seem to impact upon their sense of occupational identity. 相似文献
138.
Assessing the contribution of collections of case studies to academic development in higher education 总被引:1,自引:0,他引:1
Roger Ottewill Kerry Shephard Karen Fill 《International Journal for Academic Development》2013,18(1):51-62
The purpose of this article is to provide a critical review of the motivating factors, processes and outcomes pertaining to learning‐centred curriculum reform in higher education. A case study example is provided from the Faculty of Pharmaceutical Sciences at the University of British Columbia. Although academic units on university campuses tend to present many unique contextual challenges, and are at different stages in curriculum re‐design, useful lessons can be learned across settings without “re‐inventing the wheel,” or falling into similar implementation problems. A flexible framework, guiding principles and strategic approach to developing and implementing learning‐centred curricula are provided to assist academic developers. Curricular reform has implications for learning communities, planning, assessment and programming in higher education. 相似文献
139.
Kerry Assemakis 《Literacy》2023,57(1):40-50
Teaching creative writing in primary schools requires an understanding of creative pedagogies that value autonomy and for educators to draw on their own experiences of the creative writing process to support the development of their pupils. This article draws on evidence from 58 undergraduate primary student teachers to further understand how their appreciation of creative pedagogies, combined with their experiences of creative writing, impacts on their approach to the teaching of writing in primary schools. Evidence from questionnaires and interviews reveals that factors such as freedom, choice and focusing on the personal aspects of writing are valued but often because they make writing fun for children, rather than because they develop children's creative behaviours and creative writing. Student teachers' own personal experiences of these factors affect whether they are likely to integrate them into their future practice in school. It is argued that if students experience creative writing that is underpinned by a creative pedagogy within their initial teacher education, they will be better equipped to teach creative writing and prepare children for being writers. 相似文献
140.
This study recruited 428 Singaporean children at risk of math learning difficulties (MLD; Mage = 83.9 months, SDage = 4.35 months; 41% female). Using a factor mixture model that considered both quantitative and qualitative differences in math ability, two qualitatively different groups were identified: one with generalized difficulties across different math skills and the other with more focal difficulties in arithmetic fluency. Reading, working memory capacity, and numeracy (number line estimation skills and numerical discrimination) uniquely explained group membership. Children within each group differed in the extent of difficulties they exhibited, with numeracy variables differentially contributing to math ability in each group. Findings speak against a dimensional view of MLD and underscore the conceptual limitations of using basic numeracy performance to profile learning difficulties. 相似文献