全文获取类型
收费全文 | 197篇 |
免费 | 2篇 |
专业分类
教育 | 156篇 |
科学研究 | 20篇 |
各国文化 | 1篇 |
体育 | 13篇 |
文化理论 | 2篇 |
信息传播 | 7篇 |
出版年
2022年 | 3篇 |
2021年 | 5篇 |
2019年 | 3篇 |
2018年 | 3篇 |
2017年 | 7篇 |
2016年 | 6篇 |
2015年 | 7篇 |
2014年 | 2篇 |
2013年 | 50篇 |
2012年 | 6篇 |
2011年 | 2篇 |
2010年 | 2篇 |
2009年 | 2篇 |
2008年 | 6篇 |
2007年 | 5篇 |
2006年 | 3篇 |
2005年 | 2篇 |
2004年 | 4篇 |
2003年 | 5篇 |
2002年 | 2篇 |
2000年 | 2篇 |
1999年 | 2篇 |
1997年 | 2篇 |
1994年 | 3篇 |
1993年 | 2篇 |
1992年 | 3篇 |
1991年 | 3篇 |
1990年 | 3篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1981年 | 4篇 |
1980年 | 3篇 |
1979年 | 5篇 |
1978年 | 3篇 |
1977年 | 2篇 |
1976年 | 3篇 |
1975年 | 2篇 |
1973年 | 3篇 |
1972年 | 1篇 |
1970年 | 3篇 |
1966年 | 1篇 |
1962年 | 1篇 |
1940年 | 1篇 |
1932年 | 1篇 |
1925年 | 1篇 |
1912年 | 1篇 |
1859年 | 1篇 |
排序方式: 共有199条查询结果,搜索用时 15 毫秒
121.
122.
ABSTRACTUniversity student perceptions of effective teaching have been explored in previous studies, however, research is lacking regarding how perceptions of teaching efficacy vary by ethnicity and programme of study. In this study, student perceptions of effective teaching are explored between STEM (Science, Technology, Engineering, and Mathematics) and non-STEM major students of four ethnic groups: Europeans, Asians, Māori, and Pasifika. The study sample comprised 2073 students from a New Zealand university who completed a survey in 2016. Firstly, the findings indicated that non-STEM major students were more likely to report culturally knowledgeable as an important characteristic compared to STEM major students. Secondly, the distribution referring to content knowledgeable, creative, culturally knowledgeable, and passionate as characteristics of effective teaching was different between the four ethnic groups. In detail, Europeans and Māori were more likely to refer to content knowledgeable than Pasifika students, while Pasifika students were more likely to refer to culturally knowledgeable compared to Europeans. Furthermore, the highest percentage of referring to creative as a characteristic of effective teaching was for Asians, and the highest percentage of referring to passionate was for Māori students. The findings imply that lecturers should be well informed about these differences to be able to improve the quality of their teaching and student learning. 相似文献
123.
124.
Dr. Leon Wiessberg 《Journal of Jewish Education》2013,79(3-4):50-52
Education is a profession. It is unique in that most people believe they have a handle on what education should be. Education is the only profession for whom the service recipient believes himself to be as knowledgeable as the service provider. In Jewish education, this may be compounded to the extent that parents of the service recipient remember a negative experience in Hebrew school. 相似文献
125.
Leon Walls 《科学教学研究杂志》2012,49(1):1-37
This study examined the nature of science (NOS) views of lower elementary grade level students, including their views of scientists. Participants were 23 third‐grade African American students from two Midwest urban settings. A multiple instrument approach using an open‐ended questionnaire, semi‐structured interviews, a modified version of the traditional Draw‐A‐Scientist Test (DAST), and a simple photo eliciting activity, was employed. The study sought to capture not only the students' views of science and scientists, but also their views of themselves as users and producers of science. The findings suggest that the young African American children in this study hold very distinct and often unique views of what science is and how it operates. Included are traditional stereotypical views of scientists consistent with previous research. Additionally, participants expressed excitement and self‐efficacy in describing their own relationship with science, in and outside of their formal classrooms. Implications for teaching and learning NOS as it relates to young children and children of color are discussed. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 49: 1–37, 2012 相似文献
126.
Leon Tikly 《British Educational Research Journal》2022,48(3):469-487
This article provides an analysis and critique of the education component of the 2021 Sewell Report on Race and Ethnic Disparities. Discussion focuses on the report’s spurious claims to objectivity, the erasure of racism and the inadequacy of its recommendations. It is suggested, however, that despite its many flaws, the Sewell Report poses challenges for those who have traditionally been aligned with antiracism in education. The article concludes by setting out a vision for a new progressive project aimed at advancing racial and cultural justice that, it is suggested, can begin to address these challenges. 相似文献
127.
128.
Leon Tikly 《教育政策杂志》2013,28(3):177-188
This article provides an exposition, analysis and critique of post‐election policy concerning state schooling in South Africa. In particular the article focuses on the White Paper on the Organisation, Governance and Funding of Schools. Policy is analysed at three levels, namely the economic, ideological/discursive and the political. At the economic level it is argued that although the White Paper makes provision for redress of past inequalities, limitations in government expenditure are limiting the possibilities for reform. It will also be argued that the White Paper must be seen as the outcome of contestation between different discourses concerned with race, culture and education. Finally the White Paper has been shaped by the interim constitution as well as by political struggles within the state and civil society. 相似文献
129.
Michael John Wilson Ming Ming Diao Leon Huang 《Assessment & Evaluation in Higher Education》2015,40(1):15-32
In this article, we explore the intersecting concepts of fairness, trust and temporality in relation to the implementation of an online peer-to-peer review Moodle Workshop tool at a Sydney metropolitan university. Drawing on qualitative interviews with unit convenors and online surveys of students using the Workshop tool, we seek to highlight a complex array of attitudes, both varied and contested, towards online peer assessment. In particular, we seek to untangle convenors’ positive appraisal of the Workshop tool as a method of encouraging ‘meta-cognitive’ skills, and student perceptions relating to the redistribution of staff marking workload vis-à-vis the peer review tool as ‘unfair’, ‘time-consuming’ and ‘unprofessional’. While the Workshop tool represents an innovative approach to the development of students’ meta-cognitive attributes, the competitive atmosphere that circulates, and is quietly encouraged, within the tertiary education sector limits the true collaborative pedagogical potential and capacities approach built into peer-to-peer review initiatives like the Workshop tool. 相似文献
130.