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91.
Use of a commercially available meat tenderizer, a source of an enzyme which can degrade meat protein, was used in a take-home class experiment. Students were asked to test the effects of incubating (their own) human hair in water with and without this enzyme. Students were surprised to see little or no effect of the enzyme on their own hair sample. They were also surprised that there was so much variation in the results (observations). From this experiment, students developed a much better understanding of the scientific method and the importance of experimental controls. 相似文献
92.
Delwyn L. Harnisch Marjorie W. Steinkamp Shiow-Ling Tsai Herbert J. Walberg 《International Journal of Educational Development》1986,6(4)
A re-analysis of the cross-national data gathered by the International Association for the Evaluation of Educational Achievement (IEA) was undertaken to determine the magnitude, direction, and nature of differences in 17-year-old boys' and girls' attitudes and achievement in mathematics. A 10-item attitude scale and a 70-item achievement test were administered to 13,056 students attending school in ten countries. Sex differences in both attitude and achievement were small, but with few exceptions they favored males. Considerable variation existed between countries in the extent to which the achievement of boys exceeded that of girls, and in many cases, the magnitude of the differences was associated with psychosocial patterns found in the diverse cultures. 相似文献
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94.
Andrew Gitlin Marjorie Siegel Kevin Boru 《International journal of qualitative studies in education》2013,26(3):237-253
In the last two decades, ethnography has become the dominant methodology of the American educational left. While debates have raged over the use of this method, for the most part they have focused on concepts of reliability and validity. Unfortunately, this emphasis has obscured the relation between method and what the researcher is trying to achieve through the method ‐ its political moment. We strive to put the political moment back in the methodological debate by considering the potential of ethnography to foster emancipatory change ‐ the express purpose of the left. Our analysis suggests that the separation of understanding and application, as well as that of the researcher from those researched, constrains the potential of ethnography to inform and foster emancipatory change. 相似文献
96.
This paper examines the role of mediating organizations in helping schools engage in whole school change as part of a school district's reform agenda. Specifically, it examines the Learning Community Program in Los Angeles, a programme designed by an external school reform organization, to assist schools in planning and implementing LEARN (Los Angeles Educational Alliance for Restructuring Now). The programme's success is shaped by the district and school contexts in which it operates. As mediating agent, the Learning Community Program must balance the challenges facing the schools ‐‐ particularly their readiness to engage in reform ‐‐ with the demands of the district for scale, accountability and resources. As it does so, it faces the challenges of maintaining program flexibility, building sustainable changes, and preserving its organizational independence. These pressures generate three central dilemmas and threaten to undermine the success of the district's reform and the Learning Community Program ‐‐ scale versus sustainability, district mandates versus site autonomy, and organizational independence versus survival. It concludes that mediating agencies can be constrained by their dependence on policymakers for critical resources. 相似文献
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99.
Using observational feedback to promote academic development 总被引:1,自引:0,他引:1
The purpose of this paper is to illustrate how professional consultants can use observational feedback to improve instructional effectiveness and to strengthen the academic identity of university teachers. To this end, a three-step approach is presented together with guidelines for giving feedback. A case example, based on the author's own practice, is used to highlight the complexities involved and to draw attention to the need for professionals to use their expert-power base judiciously. 相似文献
100.
Marjorie Darrah Roxann Humbert Jeanne Finstein Marllin Simon John Hopkins 《Journal of Science Education and Technology》2014,23(6):803-814
Most physics professors would agree that the lab experiences students have in introductory physics are central to the learning of the concepts in the course. It is also true that these physics labs require time and money for upkeep, not to mention the hours spent setting up and taking down labs. Virtual physics lab experiences can provide an alternative or supplement to these traditional hands-on labs. However, physics professors may be very hesitant to give up the hands-on labs, which have been such a central part of their courses, for a more cost and time-saving virtual alternative. Thus, it is important to investigate how the learning from these virtual experiences compares to that acquired through a hands-on experience. This study evaluated a comprehensive set of virtual labs for introductory level college physics courses and compared them to a hands-on physics lab experience. Each of the virtual labs contains everything a student needs to conduct a physics laboratory experiment, including: objectives, background theory, 3D simulation, brief video, data collection tools, pre- and postlab questions, and postlab quiz. This research was conducted with 224 students from two large universities and investigated the learning that occurred with students using the virtual labs either in a lab setting or as a supplement to hands-on labs versus a control group of students using the traditional hands-on labs only. Findings from both university settings showed the virtual labs to be as effective as the traditional hands-on physics labs. 相似文献