全文获取类型
收费全文 | 273篇 |
免费 | 6篇 |
专业分类
教育 | 220篇 |
科学研究 | 1篇 |
体育 | 20篇 |
文化理论 | 2篇 |
信息传播 | 36篇 |
出版年
2022年 | 1篇 |
2021年 | 2篇 |
2020年 | 10篇 |
2019年 | 15篇 |
2018年 | 17篇 |
2017年 | 19篇 |
2016年 | 17篇 |
2015年 | 10篇 |
2014年 | 11篇 |
2013年 | 58篇 |
2012年 | 14篇 |
2011年 | 14篇 |
2010年 | 6篇 |
2009年 | 9篇 |
2008年 | 8篇 |
2007年 | 7篇 |
2006年 | 6篇 |
2005年 | 4篇 |
2004年 | 8篇 |
2003年 | 7篇 |
2002年 | 5篇 |
2001年 | 3篇 |
2000年 | 1篇 |
1999年 | 2篇 |
1998年 | 2篇 |
1997年 | 3篇 |
1996年 | 2篇 |
1994年 | 2篇 |
1993年 | 3篇 |
1992年 | 2篇 |
1991年 | 3篇 |
1989年 | 3篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1979年 | 1篇 |
排序方式: 共有279条查询结果,搜索用时 15 毫秒
271.
Meliza González Tianna Loose Maite Liz Mónica Pérez Juan I. Rodríguez-Vinçon Clementina Tomás-Llerena Alejandro Vásquez-Echeverría 《Child development》2022,93(4):910-924
The COVID-19 context has created the most severe disruption to education systems in recent history. Its impact on child development was estimated comparing two cohorts of 4- to 6-year-old Uruguayan children: control (n = 34,355, 48.87% girls) and COVID cohort (n = 30,158, 48.95% girls) assessed between 2018 and 2020 in three waves, by a routinely administered school readiness instrument in public preschools. Ethnicity information is not available. For the COVID cohort, losses were observed in Motor and Cognitive development, Attitudes towards learning, and Internalizing behavior (range 0.13 – 0.27 SD). Losses were less pronounced among children from higher socioeconomic schools. These results extend the literature on the consequences of the pandemic on learning and early child development. 相似文献
272.
Liz Jackson 《Educational Philosophy and Theory》2014,46(9):1069-1081
AbstractUnder models of moral and global citizenship education, compassion and caring are emphasized as a counterpoint to pervasive, heartless, neo-liberal globalization. According to such views, these and related emotions such as empathy, sympathy, and pity, can cause people to act righteously to aid others who are disadvantaged through no fault of their own. When applied to the contemporary issue of alleviating child poverty, it seems such emotions are both appropriate and easily developed through education. However, emotional appeals increasing a sense of urgency regarding such a dire issue should not necessarily be prioritized in the face of competing possibilities. Emotions can be difficult to develop, regulate, and sustain. Their appropriate expression and application in global contexts can be problematic, as people’s valuation and understanding of feelings varies across societies. Additionally, there are tensions between discourses of emotional care and compassion and rational duty to social justice. This article examines competing views on education for understanding and responding to child poverty, and defends post-humanitarian imaginaries and the possibility of non-relational care ethics. Care, compassion, empathy, and emotion may be involved in learning about child poverty, but an a priori rational orientation is also essential in such grave matters of social injustice. 相似文献
273.
Kerry Shephard John Harraway Brent Lovelock Sheila Skeaff Liz Slooten Mick Strack 《Environmental Education Research》2014,20(4):476-495
We report the development and piloting of an evaluative instrument and process for monitoring the environmental literacy (EL) of undergraduate students in one large research-led university in New Zealand. The instrument addresses knowledge, affect and competencies in the general area of EL in line with this institution’s adoption of EL as a graduate attribute (or in a US context, a general-education learning outcome, and something to be fostered throughout a student’s education). The instrument and associated processes were designed to fit within conventional institutional mechanisms that manage student feedback on the quality of teaching. The instrument was tested with more than 600 students from more than eight programmes over the course of a year and its use stressed that students were anonymous within the survey. We conclude that evaluating (or in a US context, assessing) the extent to which students acquire EL is an achievable objective and is a reasonable expectation for any higher education institution that claims to foster this attribute. 相似文献
274.
Craig Twist Mark Waldron Jamie Highton Dean Burt Matthew Daniels 《Journal of sports sciences》2013,31(4):359-367
Abstract In this study, we investigated changes in creatine kinase, perceptual and neuromuscular fatigue of professional rugby league players after match-play. Twenty-three male rugby league players (10 backs, 13 forwards) had their creatine kinase, perceptual ratings of fatigue, attitude to training, muscle soreness, and flight time in a countermovement jump measured before and 1 and 2 days after (day 1 and day 2 respectively) league matches. Total playing time, offensive and defensive contacts were also recorded for each player. Creatine kinase was higher both 1 and 2 days after than before matches (P < 0.05) in forwards and backs. Similarly, perceived fatigue and muscle soreness were higher than pre-match on both days 1 and 2 (P < 0.05), but did not differ between groups (P > 0.05). Jump performance was lower on day 1 but not day 2 for both groups (P < 0.05). While total playing time was longer in backs (P < 0.05), relative frequencies for all contacts were greater in forwards (P < 0.05). Contacts for forwards were correlated with all markers of fatigue (P < 0.05), but only flight time was correlated with offensive contacts in backs (P < 0.05). Despite the mechanisms of fatigue being different between forwards and backs, our results highlight the multidimensional nature of fatigue after a rugby league match and that these markers do not differ between positions. 相似文献
275.
Dominic Wyse Maria Nikolajeva Emma Charlton Gabrielle Cliff Hodges Pam Pointon Liz Taylor 《British Educational Research Journal》2012,38(6):1019-1039
The spatial turn has been marked by increasing interest in conceptions of space and place in diverse areas of research. However, the important links between place and identity have received less attention, particularly in educational research. This paper reports an 18‐month research project that aimed to develop a theory of place‐related identity through the textual transactions of reading and writing. The research was an in‐depth qualitative study in two phases: the first phase involved the development of an interdisciplinary theory of place‐related identity, which was ‘tested’ in a second empirical phase. Two contrasting primary school classes were the site for the research that included the development of a unit of work, inspired by the book My place, as a vehicle for exploring place‐related identity. The data were interviews, classroom observations and outcomes from pupils’ work. The construct of transcultural meanings, established from the analytic categories of localising identity, othering identity and identity as belonging, was identified as a defining phenomenon of place‐related identity. The conclusions offer reflections on the development of our initial theory as a result of the empirical work, and the implications for practice and future research. 相似文献
276.
277.
Margrete Skar Line Camilla Wold Vegard Gundersen Liz O’Brien 《Journal of Adventure Education & Outdoor Learning》2016,16(3):239-255
Based on a nationwide Norwegian survey among 3160 parents of children aged 6–12 years, this article identifies and discusses barriers for children’s engagement with nearby nature. A set of social factors related to time pressure are evaluated as more significant barriers than environmental factors such as accessibility, safety and landscape quality. Children’s free play in nearby nature does not seem to be an alternative to a target-orientated and time-scheduled everyday life. Instead, parents give themselves, other adults and public institutions more responsibility to stimulate increased nature contact. Despite strong traditions in outdoor life and good accessibility to nearby nature, social and cultural trends seem to influence children’s engagement with nature in the same way in ‘Green Norway’ as it does in many other European countries. Implications of the findings are discussed in terms of policy and promotion according to nature management and adults’ roles. 相似文献
278.
Liz Lyon 《New Review of Academic Librarianship》2016,22(4):391-409
This article presents a case study where students aspiring to professional library roles who need to understand diverse disciplinary research data practices are placed in a laboratory with domain researchers during an immersive module within graduate MLIS programs at the School of Information Sciences (iSchool), University of Pittsburgh. A qualitative analysis of evaluation commentary from faculty researchers and MLIS students demonstrates their positive bilateral learning experiences. The potential extension of the immersive model for the delivery of research data services directly to researchers at their point of need is explored and a connection made with the established concept of an informationist, as a medical library specialist working in a clinical setting. The re-engineering challenges for academic libraries in operationalizing the immersive model for research data services are articulated, together with the challenges for iSchools in building workforce capacity and capability for immersive team science. 相似文献
279.
Liz Bondi 《Gender and education》1991,3(1):87-90
Anna Maria Piussi's article “towards a pedagogy of sexual difference: education and female genealogy”, Gender and Education, 2, (2) 1990, is criticised on the grounds that it ignores differences between women, and that it fails to challenge the construction of gender as a binary opposition. An alternative interpretation of the relationship between the gendering of knowledge and women's subordination is put forward, and marshalled, in support of a feminist pedagogy that deconstructs the equality‐difference antimony. 相似文献