全文获取类型
收费全文 | 276篇 |
免费 | 2篇 |
专业分类
教育 | 234篇 |
科学研究 | 4篇 |
各国文化 | 3篇 |
体育 | 18篇 |
文化理论 | 3篇 |
信息传播 | 16篇 |
出版年
2023年 | 2篇 |
2022年 | 1篇 |
2021年 | 1篇 |
2020年 | 2篇 |
2019年 | 10篇 |
2018年 | 7篇 |
2017年 | 21篇 |
2016年 | 4篇 |
2015年 | 3篇 |
2014年 | 5篇 |
2013年 | 68篇 |
2012年 | 9篇 |
2011年 | 5篇 |
2010年 | 12篇 |
2009年 | 9篇 |
2008年 | 9篇 |
2007年 | 13篇 |
2006年 | 5篇 |
2005年 | 8篇 |
2004年 | 6篇 |
2003年 | 7篇 |
2002年 | 8篇 |
2001年 | 4篇 |
2000年 | 11篇 |
1999年 | 4篇 |
1998年 | 5篇 |
1997年 | 3篇 |
1996年 | 6篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1993年 | 7篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1976年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1970年 | 1篇 |
1908年 | 1篇 |
1898年 | 1篇 |
排序方式: 共有278条查询结果,搜索用时 0 毫秒
101.
102.
Arthur Geen Phil Bassett Lesley Douglas 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):55-65
Since the publication of circular 9/92 the responsibilities of school mentors have been considerably increased. In this article an account is given of the role of the subject mentor within the secondary school partnership operated by the University of Wales Institute, Cardiff as it has evolved over the past five years. An evaluation of the extent to which teachers at 90 schools have been able to meet all the expectations of this role reveals a number of important constraints, especially time, resources and lack of training for staff newly appointed to the post. In the light of these findings some suggestions are offered for future policy. 相似文献
103.
Lesley A. Langa Pino Monaco Mega Subramaniam Paul T. Jaeger Katie Shanahan Beth Ziebarth 《Curator: The Museum Journal》2013,56(3):323-335
Through a partnership with a local school, the Smithsonian Institution and the Information Policy and Access Center at the University of Maryland conducted an exploratory study to examine the motivations and needs of families visiting museums with children with Autism Spectrum Disorders (ASDs). This study represents one of the first undertakings to study visitors with ASDs, especially children, through a primarily qualitative data collection. Interest‐driven enjoyment emerged as a primary motivation, though to relax and to socialize outside of the family boundaries were not ranked as important motives for visiting museums. Children, who were directly interviewed, gave positive assessments of their museum experiences, while parents commented that challenges, both museum‐ and family‐related (crowds, loud noise, not feeling welcome, and a child's unpredictable behavior) surfaced in public settings like museums. Parents desired a “typical family outing” with their ASDs child, stating that manageable and safe environments helped families experience a museum. 相似文献
104.
105.
Ian Schagen Lesley Kendall Caroline Sharp 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):255-267
'Playing for Success' is a national initiative to establish Study Support Centres in professional football clubs, intended to support underachieving young people at key stages 2 and 3. The second year of the evaluation involved collection of data from pupils in 12 such Centres. Instruments were administered before and after attendance at the Centres, and measurements taken relating to literacy and numeracy, as well as attitude scales and self-assessments of ICT skills. Data were also obtained from a small 'control' group. Multilevel analysis of the results has given insights into the areas where the initiative appears to have had positive effects, and the other factors which may be associated with such effects. 相似文献
106.
107.
Lesley Sefcik Simon Bedford Peter Czech Judith Smith Jonathan Yorke 《Assessment & Evaluation in Higher Education》2018,43(1):45-57
External referencing of assessment and students’ achievement standards is a growing priority area within higher education, which is being pressured by government requirements to evidence outcome attainment. External referencing benefits stakeholders connected to higher education by helping to assure that assessments and standards within courses are appropriate and comparable among institutions. External referencing takes many forms, which have different resourcing requirements, outcomes, and operational strengths and challenges. This paper describes the External Referencing of Standards (ERoS) approach developed, tested and adopted by a university consortium. ERoS draws on the strengths of existing methodologies to produce an evolved model that is effective, efficient, transparent and open, capability building and sustainable. The model enables participants to communicate directly and construct peer relationships, and findings suggest this is a significant design strength. The process facilitates capability building, such that participants garnered insights valuable to enact quality assurance and enhancement of existing courses, and fosters connections that facilitate collaboration and peer-learning. ERoS successfully used open source collaborative tools to review work samples, which can be used to benchmark costed systems. 相似文献
108.
109.
Lesley Abbott 《International Journal of Inclusive Education》2013,17(8):843-859
Following a long history of religiously segregated schooling in Northern Ireland, a contested society characterised by division and conflict, pioneering parents set up the first integrated school 28 years ago to educate together pupils from the two main cultural traditions. Integrated schools generate an ethos whereby opportunities are afforded to pupils and teachers alike to engage with, and take seriously, all forms of difference, rather than retreat into a culture of silence. Moreover, inclusive practices are firmly enshrined within the principles of such schools, supported by their anti‐bias philosophy. This paper reports the views of head teachers and pupils in primary and post‐primary integrated schools on the model of inclusion that, respectively, they espouse and experience. Through interviews, the heads spoke of embedding a culture of tolerance and respect for difference through teamwork and reflection, whilst recognising that there was still work to be done to develop further their interpretation of inclusion within an integrated environment. For their part, the pupils had clear perceptions of the ethos of integration, felt that they ‘fitted in’ at different levels, and could confront diversity in a ‘safe’ atmosphere. 相似文献
110.
Doug Hamman Arturo Olivárez Jr. Mellinee Lesley Kathryn Button Yoke‐Meng Chan Robin Griffith 《The Teacher Educator》2013,48(1):15-29
Abstract Cooperating teachers are often identified as some of the most important figures in the preparation of new teachers, and the reasons are not difficult to understand. Surprisingly, however, very little research has been conducted to quantify the effects of cooperating teachers on student teachers. This study examines the impact of student teachers' perceived interactions with their cooperating teachers and the influence that interaction has on student teachers' self‐efficacy for teaching. Results indicate a moderate correlation between perceptions of teaching efficacy and cooperating teacher‐student teacher interactions. Differences were found in the frequency of interaction based on the certification level of the student teacher, with elementary level student teachers perceiving a greater amount of interaction with their cooperating teachers. However, no differences based on certification level were detected in perceived efficacy. Student teachers' perceptions of the level of guidance offered by their cooperating teachers provided the most reliable predictor for their efficacy belief. 相似文献