全文获取类型
收费全文 | 190篇 |
免费 | 4篇 |
国内免费 | 1篇 |
专业分类
教育 | 139篇 |
科学研究 | 10篇 |
体育 | 12篇 |
文化理论 | 7篇 |
信息传播 | 27篇 |
出版年
2023年 | 1篇 |
2022年 | 5篇 |
2021年 | 4篇 |
2020年 | 10篇 |
2019年 | 12篇 |
2018年 | 23篇 |
2017年 | 15篇 |
2016年 | 14篇 |
2015年 | 8篇 |
2014年 | 12篇 |
2013年 | 39篇 |
2012年 | 9篇 |
2011年 | 4篇 |
2010年 | 3篇 |
2009年 | 13篇 |
2007年 | 3篇 |
2006年 | 2篇 |
2005年 | 5篇 |
2004年 | 1篇 |
2003年 | 1篇 |
2002年 | 1篇 |
2000年 | 2篇 |
1999年 | 1篇 |
1994年 | 1篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1978年 | 1篇 |
排序方式: 共有195条查询结果,搜索用时 15 毫秒
171.
Cruz-Guzmán Marta García-Carmona Antonio Criado Ana M. 《Research in Science Education》2020,50(5):1689-1711
Research in Science Education - This article presents a qualitative study of the type and quality of questions formulated by prospective elementary teachers (PETs) when designing scientific inquiry... 相似文献
172.
AbstractThe benefits of positive, active relationships between families, schools, and the community (not only in the academic outcomes of the children, but also in the family’s and school’s wellbeing) have, up to now, had plenty of supportive evidence. Nevertheless, experience shows that there are many difficulties involved in making participation a reality. Education regulation acknowledges the importance of family participation at school, but neither implementation methods nor the concept of participation are clearly defined. Spanish initial teacher education curriculum programmes include, only in a marginal form, competences and skills that would prepare teachers to become involved in a collaborative relationship with families and the community. This article addresses the training of professionals in education from the perspective of the competences, skills, and knowledge demanded to engage in collaborative work with families and the community. It was conducted through a comparative analysis of the curriculum programmes of Spanish Universities, with a special focus on curriculum content and competences, and on the formal organisation of the initial training of pre-service teachers. 相似文献
173.
This study analyses the relationship between collaborative review and final quality of a text, as part of an intervention in which writing was used as an epistemic tool and students acted alternately as writers and reviewers. Participants included 49 psychology students, who wrote three successive versions of an argumentative synthesis. They received feedback from peers and the teacher for each of these versions. The quality of the final text, suggestions for change provided by the teacher and student reviewers on 196 drafts and the evolution of the texts during the review process were analysed. Results indicated differences regarding the type of comments and the impact on the final text, identified certain aspects of collaborative review that predicted the quality of the final text and showed the existence of different writer and reviewer profiles that had a differential impact on the quality of the final text. 相似文献
174.
Aina Tarabini Marta Curran Clara Fontdevila 《British Journal of Sociology of Education》2017,38(8):1177-1189
This article aims to revisit the relationship between school-level variables and students’ educational opportunities through the lens of institutional habitus. This approach is particularly well suited to explore the notion of school culture because it brings to the forefront the impact of social context, avoiding some of the limitations typically associated with the long-dominant perspective of school effectiveness research. Drawing on an ethnographic approach, the article explores how institutional habitus unfolds in two urban public secondary schools in the city of Barcelona. Breaking the notion down into three main components (educational status, organizational practices and expressive order), the analysis identifies two main types of institutional habitus – one based on action and inclusion, and another based on reaction and expulsion. Ultimately, these results give insight into the complex interplay of these three components, as well as on their combined impact on students’ educational opportunities. 相似文献
175.
Educational Studies in Mathematics - In the context of early algebra research and as part of a classroom teaching experiment (CTE), we investigated fourth grade (9- to 10-year-old) students’... 相似文献
176.
Claudia Brandst?tter Marta Jordan Richard Treutler Martina Pretterer 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2011,10(2):63-69
Hochschulen verursachen nicht nur Kosten, sondern generieren auch einen erheblichen Nutzen, da sie Geld- und Güterstr?me zwischen
der ?ffentlichen Hand, Privatpersonen und Unternehmen in Gang setzen. Daraus resultieren tangible (in Geldwerten messbare)
und intangible (nicht in Geldwerten messbare) Effekte, die durch den Betrieb einer Hochschule entstehen. Diese Auswirkungen
wurden für den Standort Kapfenberg der FH JOANNEUM erhoben. Aus der durchgeführten Analyse ergeben sich folgende Effekte:
aus kurzfristiger Sichtweise flie?en j?hrlich fast 3,0 Mio. € der Region Bruck/Mur-Kapfenberg zu, der mittelfristig in der
Region verbleibende Kaufkraftanteil betr?gt über 2,0 Mio. € und aus langfristiger Perspektive werden durch das Bestehen der
FH JOANNEUM Campus Kapfenberg fast 3,6 Mio. € an zus?tzlichem Einkommen in der Region Bruck/Mur-Kapfenberg induziert. Daneben
entstehen durch die Existenz einer Hochschule auch noch positive Effekte für eine Region, die nicht eindeutig quantifizierbar
sind. 相似文献
177.
ABSTRACT This article analyses the perspectives of faculty members on disability in higher education. Their testimonies give value to the attitudes and qualities of university students with disabilities and show how they influence their professional and personal development. We carried out a qualitative study, through interviews with 119 faculty members of different fields from 10 Spanish universities, who were nominated by students with disabilities for developing inclusive pedagogy. We conducted a progressive analysis of the data using a system of categories and codes. The results describe the motivations that drove the participants to respond to the needs of students with disabilities, the personal and professional impact posed by the challenge of adjusting the teaching and learning processes, and the perceptions of the faculty members toward the contributions of these students to the university. In the conclusions section, we delve into the need of universities to embrace inclusivity. The data provided by this study reveal that disability can be a valuable asset in a university context that dissociates from the deficit lens and acknowledges that all students are important and able to learn when the attitudes and conditions are appropriate. 相似文献
178.
Marta Padovan-Özdemir 《Paedagogica Historica: International Journal of the History of Education》2016,52(5):485-506
AbstractModern welfare states emerged as a response to the social question and were crafted through the educationalisation of society engendering a need for a variety of professionals who could take care of citizens of concern. This article revisits the social question in a post-1970 Danish context of a growing non-western immigrant and refugee population and increasing professional attention paid to the presence of immigrant schoolchildren as a new social problem. In particular, the article takes as its point of departure the educationalisation of this new social problem, often referred to in terms of “integration”. Hence, it examines the dispositions and capacities of teachers imagined to handle immigrant schoolchildren as objects of educational and societal concern. Moreover, it explores how these entangled processes of educational problematisations and teacher professionalisation embedded in visions of good citizens and a good society, ultimately fed into the crafting of a post-1970 Danish welfare nation-state. Deploying a governmentality perspective, the analysis is based on diachronic reading of three professional journals specialised in the topic of the education of immigrant schoolchildren (1980–2013), supplemented by the annual reports of the Royal Danish School of Education (1970–2000). The article suggests that the crafting of a Danish welfare nation state between 1970 and 2013 crystallised in entanglements of subtly racialised professional subjectification and educational problematisations of immigrant schoolchildren, inextricably linking public and individual welfare to citizens practising a “Danish way of life”. 相似文献
179.
ABSTRACT The problems of preparing hearing impaired people for adult life and for productive work have not yet been properly solved in Hungary. The main reasons can be found in the old tradition of segregated education for people with disabilities. The political changes of 1990 and the economic reforms have not brought about any favourable changes. A nationwide, comparative survey dealing with vocational prejudices and attitudes concerning hearing persons and hearing impaired persons showed that the vocational knowledge and expectations of the latter group is not satisfactory, their information is uncertain and that they have prejudices against themselves ‐ that is, they suppose that high‐prestige professions are not available to them. Deaf persons are even more prejudiced than hard of hearing persons. 相似文献
180.
Marta Araújo 《British Educational Research Journal》2009,35(4):599-617
This paper examines Fresh Start, a New Labour flagship initiative to raise education ‘standards’ in a radical and innovative way. Drawing on a qualitative study of a comprehensive school in England, I argue that the initiative added to the problems faced by the ‘failing school’ and promoted rather traditional ways of raising ‘standards’ due to the close surveillance that Fresh Start schools were subjected to. In the case studied, the needs of the pupils that the initiative was meant to address were being sacrificed in the school's construction of a ‘successful’ identity. While the initiative has now lost momentum, some lessons can still be learnt. This paper illustrates the complexity of creating a new school, as well as the need to attend to the specificities of the local context and experiences in raising ‘standards for all’ pupils. 相似文献