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331.
Cliff Beevers Maureen Foster George McGuire 《British journal of educational technology : journal of the Council for Educational Technology》1989,20(2):115-119
This article describes a learner-centred course which ran in summer 1988. It was ostensibly a revision exercise, using computer assisted learning (CAL), but an element of formative evaluation was deliberately built into the process, making it contribute to our systematic review and development of our teaching. Our aim was to take snapshots of learning at different stages, through a short but intensive revision class in mathematics for engineering and science undergraduates at a Scottish university
The CALM Project—Computer Aided Learning in Mathematics—has produced 2 5 software units to enhance the teaching of calculus to large groups of undergraduates. The CALM software was piloted by one group of students and a formative evaluation of the packages has been reported elsewhere (Beevers et al 1987, Beevers et al 1988a). This revision course enabled us to confirm many of the previous evaluation findings on the CALM software; we also discovered that a round-up session on problem-solving is an important and integral part of the learning process. The evaluation proved useful to us as teachers of mathematics, and has already influenced the future development of our CAL work. 相似文献
The CALM Project—Computer Aided Learning in Mathematics—has produced 2 5 software units to enhance the teaching of calculus to large groups of undergraduates. The CALM software was piloted by one group of students and a formative evaluation of the packages has been reported elsewhere (Beevers et al 1987, Beevers et al 1988a). This revision course enabled us to confirm many of the previous evaluation findings on the CALM software; we also discovered that a round-up session on problem-solving is an important and integral part of the learning process. The evaluation proved useful to us as teachers of mathematics, and has already influenced the future development of our CAL work. 相似文献
332.
Maureen Blankemeyer Daniel J. Flannery Alexander T. Vazsonyi 《Psychology in the schools》2002,39(3):293-304
The role of children's aggression and three indices of social competence (peer‐preferred behavior, teacher‐preferred behavior, and school adjustment) in children's perceived relationships with their teachers was assessed. Participants were 1,432 third through fifth graders (688 males, 744 females) and their teachers. The results from hierarchical regression analyses showed statistically significant interaction effects. Poor school adjustment was associated with more negatively perceived child teacher relationships for boys than for girls. In addition, the perceived child–teacher relationship among aggressive children was more favorable among those with high levels of school adjustment than among those who were poorly adjusted at school. Implications for school psychologists and teachers are discussed. © 2002 John Wiley & Sons, Inc. 相似文献
333.
This study reports on an investigation on the use of electronic journals to support beginning teachers in developing reflection on teaching within peer support networks. The study takes place within the context of the ongoing Pilot Project on Teacher Induction in post-primary schools in Ireland. A pilot study using web logs (blogs) was initiated with newly qualified teachers (NQTs). Mixed methods were used to investigate participants' use of an electronic personal reflective diary. Results show little evidence of the development of a more reflective approach attributable to the maintenance of a blog. However review of earlier postings led to some reflective personal and group dialogue. The findings of this study are of interest in that they provide indicators that concern the broader area of collaboration within professional development. 相似文献
334.
This work describes how teacher education programs can inform teachers' knowledge and practice of leadership. We introduce a leadership typology to illustrate how teachers can lead organizational reform for pedagogical excellence and socially just practices. The model provides teacher educators ways to identify and resolve conflicts generated by imparting innovative pedagogies to teachers who in turn use them in antiquated and inequitable school environments. The model can also be used to develop teachers' professional knowledge of the contexts that mitigate or marginalize their leadership potential. Several examples from current teaching practices in teacher education are used to illustrate how teachers develop leadership knowledge. 相似文献
335.
Theresa A. Cullen Valarie L. Akerson Deborah L. Hanson 《Journal of Science Teacher Education》2010,21(8):971-992
Teachers are required to work with data on a daily basis to assess the effectiveness of their teaching strategies, but may
not approach it as research. This paper presents a reflective discussion of how and when a professional development team used
an action research project to help 12 K-6 teachers explore the effectiveness of reform based Nature of Science (NOS) teaching
strategies in their classrooms. The team encouraged community development and provided “just in time” supports to scaffold
the steps of the action research process for teachers. The discussion includes concerns they addressed and issues related
to management and support of the professional development model. Evaluation results are shared to suggest how this approach
can be improved in the future. 相似文献
336.
Maureen Ford 《Educational theory》2007,57(3):307-324
A bstract . In this essay Maureen Ford examines a selection of situated knowledges discourses in order to make explicit their attention to political effects. She contends, first, that the "epistemic public(s)" constituted through these discourses are multiple, interactive, performative, and layered, and further that they are explicitly political in ways that are denied by standard epistemological approaches. Furthermore, Ford maintains that the political effects circulated within standard and situated knowledges are epistemologically and educationally significant. Attending to the work of Donna Haraway, Patricia Hill Collins, and María Lugones, she teases out some of the various strategies through which their texts explicitly invoke politically salient, multidimensional, embodied engagement with spaces, people, and discourses in order to make sense . Ford explores the ramifications for educators and educational theorists of addressing such epistemic publics, noting that they are complex and almost inevitably uncomfortable. Taking up discourses of situated knowledges, she suggests, proliferates the avenues through which educators and educational theorists can contribute to the creation and contestation of "public" truths. 相似文献
337.
The ability to teach one’s self is a critical skill for workers in the 21st century because of the rapidity of change and
innovation. To educate students to meet this challenge, we need to re-envision curriculum with the goal of producing graduates
who have the ability to complete the transition from novice to expert after graduation and continue to deepen their expertise
throughout their careers. Using engineering education as a model of current efforts in curricular revision, we present a method
for curricular review based on learning types in order to design an undergraduate experience that is transformative and congruent
with a learner-centered approach.
Michael Harris received his Ph.D. in Public Policy from Indiana University, his Master’s degree from Tel-Aviv University, and his undergraduate
degree in economics and business administration from Ben-llan University. He is a graduate of the Harvard Graduate School
of Education Institute for Educational Management (IEM) and Management Development Program (MDP). Dr. Harris serves as the
Provost and Vice President for Academic Affairs at Kettering University.
Roxanne Cullen holds a Ph.D. in English from Bowling Green State University with a specialization in Composition Theory and Rhetoric. She
is currently Professor of English at Ferris State University, where she has also held various administrative posts. 相似文献
338.
AbstractIn order to improve problem-solving dispositions, a section of an inquiry-based math sequence for first-year business students was linked with a section of our general education English sequence. We describe how the linked classes worked and compare some preliminary results from linked and unlinked sections of the math sequence. 相似文献
339.
Tedra Walden Elizabeth Lemerise Maureen C . Smith 《Early education and development》1999,10(3):351-371
The development of friendships and peer acceptance and their relation to children's emotional regulation and social-emotional behavior with others among a group of 3-5-year-old children was examined. Peer relationships and social-emotional skills were assessed early in the preschool year and peer relationships were assessed again late in the year. Preschool friendships were prevalent, moderately consistent across situations, and moderately stable over the course of the school year; peer acceptance also was moderately stable. Popularity of preschool children was related to their social behavior with peers both early and late in the school year but acceptance by the group was unrelated to children's emotion regulation. Number of mutual friendship choices was related to children's emotional regulation but not to social behaviors with peers late in the year. Acceptance by the peer group was related to number of mutual friends but there were some well-liked children who had no friends and disliked children who had friends. These results show the importance of popularity and early friendships in preschool classrooms. That is, these peer relationships are lasting and related to social and emotional development. Therefore, efforts to foster both group relations and mutual dyadic relationships should be included in preschool programming. 相似文献
340.