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This paper contributes a rich picture of how students from refugee backgrounds navigate their way into and through undergraduate studies in a regional Australian university, paying particular attention to their access to and use of different forms of support. We draw on the conceptualisation of ‘hot’ and ‘cold’ knowledge, offered by Ball and Vincent (1998. “‘I Heard it on the Grapevine’: ‘Hot’ Knowledge and School Choice.” British Journal of Sociology of Education 19 (3): 377–400), and the addition of ‘warm’ knowledge offered by Slack et al. (2014. “‘Hot’, ‘Cold’ and ‘Warm’ Information and Higher Education Decision Making.” British Journal of Sociology of Education 35 (2): 204–223), to develop an understanding of how students from refugee backgrounds make choices about how they locate, select and access support for their studies. The findings of this paper suggest that students from refugee backgrounds do not view the ‘cold’ (unfamiliar-formal) institutional support on offer as ‘for them’; instead they expressed a preference for the ‘warm’ (familiar-formal) support offered via ‘trusted’ people who act as literacy/sociocultural brokers or ‘hot’ (familiar-informal) support of their grapevine of other students (past and present) or experienced community members. 相似文献
63.
Lauren F. Lichty Emily A. Parks Amy Nelson 《American journal of sexuality education》2018,13(2):232-244
Photovoice, a participatory action research method, supports deep, personal reflection through the use of photography, personal narrative development, and group discussion. This lesson plan describes the use of Photovoice as a pedagogical tool in an undergraduate human sexuality course. The goal of this activity is to encourage students to 1) think beyond the texts presented in class, 2) make critical connections to their own lived experience and community context, and 3) deepen reflection through sharing and discussing with others. The lesson plan describes the process of bringing Photovoice into the classroom as well as student insights on the activity. 相似文献
64.
Laura Chaddock Charles H. Hillman Matthew B. Pontifex Christopher R. Johnson Lauren B. Raine Arthur F. Kramer 《Journal of sports sciences》2013,31(5):421-430
Abstract Aerobically fit children outperform less fit peers on cognitive control challenges that involve inhibition, cognitive flexibility, and working memory. The aim of this study was to determine whether, compared with less fit children, more fit 9- and 10-year-old pre-adolescents exhibit superior performance on a modified compatible and incompatible flanker task of cognitive control at the initial time of fitness testing and approximately one year later. We found that more fit children demonstrated increased flanker accuracy at both test sessions, coupled with a superior ability to flexibly allocate strategies during task conditions that required different amounts of cognitive control, relative to less fit children. More fit children also gained a speed benefit at follow-up testing. Structural MRI data were also collected to investigate the relationship between basal ganglia volume and task performance. Bilateral putamen volumes of the dorsal striatum and globus pallidus volumes predicted flanker performance at initial and follow-up testing one year later. The present findings suggest that childhood aerobic fitness and basal ganglia volumes relate to cognitive control at the time of fitness testing and may play a role in cognitive performance in the future. We hope that this research will encourage public health and educational changes that will promote a physically active lifestyle in children. 相似文献
65.
Lauren Leigh Kelly 《Learning, Media and Technology》2018,43(4):374-389
ABSTRACTDrawing from Black, feminist epistemologies as well as theories of critical consciousness, and adolescent digital literacies, this paper analyzes the narratives of 7 Black, female high school students who experience oppressive practices, including racial microaggressions, silencing, harsh discipline, and marginalization within a predominately White school environment. At this juncture in which race, politics, and activism intersect with school, media, and identity, this study discusses how Black, female students resist oppression and use digital and social media as well as other available tools to speak out against injustice and heighten the racial awareness of their school community. This qualitative case study uses individual and focus group interviews to examine the ways in which Black female students develop critical resistance strategies, working individually and collectively within existing structures to fight for their humanity and liberation. 相似文献
66.
Batsheva Guy Tziporah Feldman Caroline Cain Lauren Leesman Chara Hood 《Educational Action Research》2020,28(1):142-153
ABSTRACTWhile the ‘action’ portion of a Participatory Action Research (PAR) project is a crucial component of the process, action tends to be challenging to define, achieve, and measure. The current paper both defines and describes action within the context of a particular PAR collaboration and explores the process and challenges of navigating and implementing action in a PAR project. The specific PAR project detailed in this paper was executed within a higher education setting and involves a group of undergraduate women co-researchers studying their experiences in STEM (Science, Technology, Engineering, and Mathematics) fields. 相似文献
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Maureen Vandermaas-Peeler Erin Boomgarden Lauren Finn Caroline Pittard 《International Journal of Early Years Education》2012,20(1):78-93
While research demonstrates the importance of numeracy-related activities performed at home for young children's mathematics achievement, few studies involve observational studies of the processes which support children's mathematical learning at home. On this premise, this study reports evidence from numeracy-related interactions between parents and their four-year-old child during cookery sessions at home. Numeracy group parents who received instructions to incorporate additional mathematics into the activity provided significantly more numeracy guidance and also created more opportunities for their children to practice advanced mathematics. Comparison group parents provided enough numeracy guidance to complete the recipe but rarely provided extensive or advanced numeracy guidance. Children in the numeracy group generated significantly more correct math responses during the activity than comparison group children, though there were no significant differences on the post-test. The findings suggest the need to raise parental awareness of opportunities to support and encourage mathematics in activities at home. 相似文献
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English learners are faced with the dual challenge of acquiring English while learning academic content through the medium of the new language (Lee et al. in J Res Sci Teach 45(6):726?C747, 2008; Stoddart et al. in J Res Sci Teach 39(8):664?C687, 2002) and therefore need specific accommodations to achieve in both English and the content areas. Teachers require higher quality and new forms of professional development to learn and meet the needs of their students. This study examines the impact of one professional development model that explicitly embedded language learning strategies into science inquiry lessons. It also demonstrates how teachers involved in the PD program improve their self-efficacy about language instruction embedded in content and how they interpret and implement the methodology. 相似文献