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101.
“It’s the X and Y Thing”: Cross-sectional and Longitudinal Changes in Children’s Understanding of Genes 总被引:1,自引:0,他引:1
Studies from different theoretical traditions investigating children’s inheritance and genetics concepts have adopted a cross-sectional
method. This paper is the first to examine both cross-sectional and longitudinal changes in children’s basic genetic concepts.
It forms part of a larger investigation into the development of intuitive inheritance and genetics concepts in childhood.
Four age cohorts (4–5 years, 7–8 years, 10–11 years, 14–15 years) were interviewed individually at two measurement occasions
(T1, N = 182; T2, N = 164) separated by a 1-year interval. Cross-sectional analyses revealed an increase in children’s knowledge of genetics
by 10 years. Between 10 and 14 years, there were fewer changes in the content of children’s knowledge, especially at the level
of scientific genetic understanding. There was little evidence of longitudinal changes over the 1-year period. Overall, children
may hold an understanding of genetics that is tied to knowledge of inheritance within families. This may pose challenges for
acquiring more abstract and formal concepts of genes. 相似文献
102.
Lesley H. Parker John W. Wallace Barry J. Fraser 《Asia-Pacific Journal of Teacher Education》1993,21(2):169-177
This paper describes a pilot project for the professional development of science teachers, a major aim of which was to update teachers’ science content knowledge. The paper focuses on the rationale and background of the project, the model of inservice education, the arrangements for credentialling and recognising participating teachers, and the findings of the external evaluation of the initial stages of the project. It concludes with a summary of the features of the project which appear to be facilitating the achievement of its aims. 相似文献
103.
This is a reply to an article authored by Enslin and Horsthemke (2014) published in Educational Philosophy and Theory (EPAT). Enslin and Horsthemke argue that those who they refer to as ‘friends of the subaltern’ pit themselves against a straw-person that is swiftly dismissed in pointing out blindness of the Western tradition. They point out that in doing so ‘friends of the subaltern’ pursue a ‘politics of resentment’. In their reply, Le Grange and Aikenhead argue that Enslin and Horsthemke mischaracterise their work by cherry picking from their selected works and by taking their words out of context. They suggest that Enslin and Horsthemke produce their own straw-person arguments that they accuse others of doing. Le Grange and Aikenhead argue that their research programmes seek cognitive justice which is not tantamount to engaging in a politics of resentment. 相似文献
104.
This exploratory study investigated the role and importance of peers in providing personal and academic support for Year 11
female students, enrolled in physics and biology. While these areas of support had been identified in earlier research by
Holland and Eisenhart (1981), this study attempted to investigate further their importance within an Australian context. Questionnaires,
completed by one hundred female students, were analysed using Principal Components Analysis and MANOVA. The statistical analysis
found no significant differences between the six relevant factors and science subjects, however, significant differences emerged
in relation to schools and particular factors. Subsequently, six interviews were conducted with selected students to elaborate
upon the statistical differences that emerged from these results. The interviews corroborated the findings of the quantitative
analysis and provided explanations for these differences. Overall, the results of this study suggest that while the supportive
role provided by peers is similar regardless of the science subject undertaken by a female student this role varies between
schools. 相似文献
105.
Matthew Zylstra Karen Esler Andrew Knight Lesley Le Grange 《The Journal of environmental education》2019,50(1):1-10
The concept of “connectedness with nature” is increasingly used in environmental and sustainability discourse. However, this construct has also been critiqued and proponents charged with harboring an ambivalence that paradoxically reinforces a sense of separation from “nature”. We respond to one critique by demonstrating that whilst problematizing aspects of “connectedness with nature” has merit, selective use of examples misconstrues efforts in this field, undermines common ground and conflates theoretical conceptualizations with practical implementation. In addressing problems of perception and praxis, we emphasize the primacy of direct experience in shaping ways of knowing and recommend integral ecology (based on Wilber’s integral theory) as an inclusive framework for attending to multiple perspectives on the human-nature relationship. 相似文献
106.
Sleep and adjustment in preschool children: sleep diary reports by mothers relate to behavior reports by teachers 总被引:1,自引:0,他引:1
Prior literature suggests that there may be relations between children's sleep disorders or inadequate amounts of sleep and behavioral adjustment. Most relevant studies concern clinical populations, however, and relatively few concern community populations. Moreover, previous studies have not addressed empirically the possible role of family functioning as a factor in the relation between children's sleep and adjustment. The present study, conducted in a predominantly low-income, community sample (N = 202), measured 4- to 5-year-old children's sleep patterns through daily logs kept by mothers, and measured family stress and parenting practices through detailed, multifaceted interviews and incidental observations of parent-child interactions. Children's adjustment, both positive and negative, was measured through preschool teacher reports on multiple occasions. A structural equation model showed that disrupted child sleep patterns (variability in reported amount of sleep, variability in bedtime, and lateness of bedtime) predicted less optimal adjustment in preschool, even after considering the roles of family stress and family management practices. 相似文献
107.
Access is a central issue in the debate about the future shape and characteristics of the post-binary system of higher education. It is seen as crucial to the shift towards a more open, mass system. This paper examines commitments to access in the contents of institutional missions and strategic plans. The results of our analysis suggest a widespread concern to be involved in the access process. However, we also reveal substantial differences in emphasis between the older universities, ex-polytechnics and colleges that comprise the post-binary system. On the basis of present institutional planning it would appear that access is frequently seen as an addition to, rather than a replacement of, the commitments of the binary era. Our evidence suggests that a fundamental shift of ethos within the system as a whole may be some way off. 相似文献
108.
Clem Herman Rosaria Gracia Lesley Macniven Bernie Clark Geraldine Doyle 《Open Learning》2019,34(1):40-60
ABSTRACTThis paper examines a blended learning model designed to support women returning to STEM after a career break and its delivery in a unique partnership between an online distance education provider and a community-based equality organisation. Through this partnership additional activities such as networking events, returnships, career clinics and webinars were used in conjunction with a structured online Badged Open Course (BOC), which enabled a successful return to employment for many of the participants. This article outlines the results and implications of this integrated model and argues that blended learning approaches need to be flexible and adaptable to be able to incorporate the needs of learners at different life-course stages, taking into consideration gender and other diversity characteristics. 相似文献
109.
AbstractResearch has shown that academic integrity education programs can have a positive impact on student attitudes and reduce breaches of academic integrity. Although programs vary across institutions, there is relatively little research on their comparative efficacy. Accordingly, this study examines how higher education institutions in Australia and New Zealand approach academic integrity education in order to identify particular features that are considered to be most effective. Forty-four institutions are represented in this research, with data collected via a survey and semi-structured interviews with selected participants. The findings reveal that, in many cases, current academic integrity education programs appear to lack comprehensive information on values, the potential risks to integrity and the pitfalls of assessment outsourcing. Instead, curricula tended to focus on plagiarism, student responsibilities and referencing. Institutions employ a range of different communication and administration strategies to encourage uptake, and it was found that centrally administered programs that employed sanctions for non-completion appeared to be the most effective method for achieving compliance. Whilst the use of sanctions may support completion, it is argued that future academic integrity programs should also be collaboratively designed, drawing on a timely educational approach for skill development that incorporates learner feedback into the process with a greater emphasis on underpinning values. 相似文献
110.