全文获取类型
收费全文 | 133篇 |
免费 | 1篇 |
专业分类
教育 | 115篇 |
科学研究 | 5篇 |
各国文化 | 2篇 |
体育 | 4篇 |
综合类 | 1篇 |
文化理论 | 1篇 |
信息传播 | 6篇 |
出版年
2023年 | 3篇 |
2022年 | 4篇 |
2021年 | 4篇 |
2020年 | 5篇 |
2019年 | 4篇 |
2018年 | 14篇 |
2017年 | 7篇 |
2016年 | 9篇 |
2015年 | 4篇 |
2014年 | 6篇 |
2013年 | 31篇 |
2012年 | 4篇 |
2011年 | 6篇 |
2010年 | 4篇 |
2009年 | 6篇 |
2008年 | 2篇 |
2007年 | 4篇 |
2006年 | 2篇 |
2005年 | 1篇 |
2004年 | 1篇 |
2003年 | 1篇 |
2002年 | 1篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1999年 | 1篇 |
1997年 | 2篇 |
1992年 | 1篇 |
1989年 | 1篇 |
1976年 | 1篇 |
1971年 | 1篇 |
排序方式: 共有134条查询结果,搜索用时 0 毫秒
11.
12.
13.
Adrienne Alton-Lee Christine Rietveld Lena Klenner Ngaio Dalton Cathy Diggins Shane Town 《International Journal of Inclusive Education》2013,17(3):179-210
This paper provides an account of a teacher's use of theory as a tool to develop inclusive practice through a social studies programme in a new entrant class. The account illustrates the ways in which the teacher drew on research to assist in the facilitation of an inclusive educational environment. Presented are research case studies the teacher encountered in an in-service teacher education programme, and the ‘social constructionist’ and ‘personal tragedy’ models that were used as theoretical tools to assist the teacher's planning and teaching practice. Mounted cameras, broadcast microphones and pre- and post-unit interviews with the teacher and students were used to explore the lived culture of the classroom, and the nature and effectiveness of the strategies the teacher used. An ‘interrupted narrative’ methodology engages the reader in the interplay between research and theory in the research case studies. Four major strategies used by the teacher have been identified and these are presented as theoretical tools for other teachers and teacher educators to use, critique and develop to support inclusive practice in their own contexts. 相似文献
14.
15.
Lena Löfgren Gustav Helldén 《International Journal of Science and Mathematics Education》2008,6(3):481-504
In order to develop successful teaching approaches to transformations of matter, we need to know more about how young students
develop an understanding of these processes. In this longitudinal study, we followed 25 students from 7 to 13 years of age
in their reasoning about transformations of matter. The questions addressed included how the students’ understanding of transformations
of matter changed and how we can make sense of individual learning pathways. In interviews performed once or twice every year
the students described and explained three situations: fading leaves left on the ground, a burning candle, and a glass of
water covered with a glass plate on which some mist had formed. When analysing the interviews, we found a common pathway of
how the students’ ideas changed over the years in each one of the situations. When analysing individual student’s interviews
with Ausubel’s assimilation theory we could discern subordinate, superordinate and combinatorial learning. How these findings
can contribute to an improvement of teaching about transformations of matter is discussed. 相似文献
16.
Stenlund Jörgen Ingemar Schönborn Konrad Janek Tibell Lena Anna Elisabet 《Journal of Science Education and Technology》2021,30(1):125-138
Journal of Science Education and Technology - Central to evolution is the concept of a common ancestry from which all life has emerged over immense time scales, but learning and teaching temporal... 相似文献
17.
Lohmann Marla J. Randolph Kathleen M. Oh Ji Hyun 《Early Childhood Education Journal》2021,49(5):807-814
Early Childhood Education Journal - The COVID-19 pandemic changed the way that schools provide instruction to learners and these changes may last for an extended period of time. One current trend... 相似文献
18.
19.
König Johannes Blömeke Sigrid Jentsch Armin Schlesinger Lena née Nehls Caroline Felske Musekamp Frank Kaiser Gabriele 《Educational Studies in Mathematics》2021,107(1):189-212
Educational Studies in Mathematics - It is widely assumed that teachers play a key role in providing high-quality learning opportunities to students and fostering students’ learning. Yet it... 相似文献
20.
Lena Wånggren 《Gender and education》2016,28(3):401-415
ABSTRACTAs feminist and anti-racist scholars and activists have long known, which stories predominate and which are marginalised is always a question of power and authority – about who is entitled to speak, and who has the authority to decide the meanings of words and actions. Storytelling can be used as a tool for social justice, as exemplified by the international feminist movement Hollaback! and its regional and worldwide struggle to end street harassment and make public spaces accessible for everyone. This article examines the practice of sharing stories within one specific Hollaback! group, highlighting the timeliness of the online storytelling technologies promoted by the movement and considering this work as an example of extra-academic feminist education. The article concludes by questioning to what extent feminists manage to formulate their own localised struggles through storytelling within the feminist movement as a whole. 相似文献