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61.
This study replicates the content analysis of antisocial acts on entertainment programming conducted by Greenberg and his colleagues in the mid 1970s. Our purpose is to determine if the frequency of antisocial behavior has changed. We found an overall rate of 42.1 antisocial acts per hour which is very similar to Greenberg's rate of 40.8 acts per hour. However, we found that the rate of verbal aggression had increased, especially on situation comedies and action/adventures programs. 相似文献
62.
Vaughan Prain Russell Tytler Suzanne Peterson 《International Journal of Science Education》2013,35(6):787-808
There has been extensive research on children’s understanding of evaporation, but representational issues entailed in this understanding have not been investigated in depth. This study explored three students’ engagement with science concepts relating to evaporation through various representational modes, such as diagrams, verbal accounts, gestures, and captioned drawings. This engagement entailed students (a) clarifying their thinking through exploring representational resources; (b) developing understanding of what these representations signify; and (c) learning how to construct representational aspects of scientific explanation. The study involved a sequence of classroom lessons on evaporation and structured interviews with nine children, and found that a focus on representational challenges provided fresh insights into the conceptual task involved in learning science. The findings suggest that teacher‐mediated negotiation of representational issues as students construct different modal accounts can support enriched learning by enabling both (a) richer conceptual understanding by students; and (b) enhanced teacher insights into students’ thinking. 相似文献
63.
64.
There is growing research interest in both the challenges and opportunities learners face in trying to represent scientific
understanding, processes and reasoning. These challenges are increasingly well understood by researchers, including integrating
verbal, visual and mathematical modes in science discourse, and making strong conceptual links between classroom experiences
and diverse 3D and 2D representations. However, a matching enhanced pedagogy of representation-rich learning opportunities,
including their theoretical justification, is much less clearly established. Our paper reports on part of a three-year project
to identify practical and theoretical issues entailed in developing a pedagogical framework to guide teacher understanding
and practices to maximize representational opportunities for learners to develop conceptual understandings in science. 相似文献
65.
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67.
Angela L. Vaughan Trent L. Lalonde Michael A. Jenkins-Guarnieri 《Research in higher education》2014,55(6):564-580
Many researchers assessing the efficacy of educational programs face challenges due to issues with non-randomization and the likelihood of dependence between nested subjects. The purpose of the study was to demonstrate a rigorous research methodology using a hierarchical propensity score matching method that can be utilized in contexts where randomization is not feasible and dependence between subjects is a concern. Although propensity score matching is not new in helping to create quasi-experimental models, many studies limit propensity score matching to student-level variables. To address this limitation in educational research, this study extends propensity score matching to the next level so that hierarchical modeling techniques can be used to help minimize error due to the likelihood of dependence between nested students. A large-scale educational program that targets first-semester freshmen was used to illustrate the utility and value of the methodology. This type of program is typical in higher education where student self-selection creates difficulty in assessing its true effects on student achievement; however, by using a rigorous methodology, administrators can have higher confidence when making programmatic and budgetary decisions. 相似文献
68.
Unlike Web hyperlink data, Web traffic data have not yet been the focus of considerable study in Webometrics research. The relationships between Web traffic data and academic/business performance measures have not been as firmly established as the relationships between Web hyperlink data and such performance measures. Although various traffic data sources exist, few studies have examined and compared their relative merits. We carried out a study that aimed to address this lack. We selected groups of universities and businesses from the U.S. and China and collected their Web traffic data from three sources: Alexa Internet, Google Trends for Websites, and Compete. We found significant correlations between Web traffic data and organizational performance measures, specifically academic quality for universities and financial variables for businesses. We also examined the characteristics of the three data sources and compared their usefulness. We found that Alexa Internet outperformed the others. 相似文献
69.
Vaughan Prain Peter Cox Craig Deed Jeffrey Dorman Debra Edwards Cathleen Farrelly Mary Keeffe Valerie Lovejoy Lucy Mow Peter Sellings Bruce Waldrip Zali Yager 《British Educational Research Journal》2013,39(4):654-676
Personalised learning is now broadly endorsed as a key strategy to improve student curricular engagement and academic attainment, but there is also strong critique of this construct. We review claims made for this approach, as well as concerns about its conceptual coherence and effects on different learner cohorts. Drawing on literature around differentiation of the curriculum, self‐regulated learning, and ‘relational agency’ we propose a framework for conceptualising and enacting this construct. We then report on an attempt to introduce personalised learning as one strategy, among several, to improve student academic performance and wellbeing in four low SES regional secondary schools in Australia. We report on a survey of 2407 students’ perceptions of the extent to which their school provided a personalised learning environment, and a case study of a programme within one school that aimed to apply a personalised approach to the mathematics curriculum. We found that while there were ongoing challenges in this approach, there was also evidence of success in the mathematics case. 相似文献
70.
Donna Vaughan 《Ethics and Information Technology》2011,13(2):131-150
The use of the capability approach as an evaluative tool for Information and Communication Technology (ICT) policy and programs
in developing countries, in particular at a grass-roots community level, is an emerging field of application. However, one
of the difficulties with ICT for development (ICT4D) evaluations is in linking what is often no more than a resource, for
example basic access, to actual outcomes, or means to end. This article argues that the capability approach provides a framework
for evaluating the strength of this linkage and that the latter is a key determinant of whether or not communities sustain
ICT4D programs beyond the initial start-up phase. The argument is made by describing an evaluative application of the capabilities
approach to community ICT4D programs using two Indigenous community case studies conducted in Cape York, in the far north-east
of Australia. Key to the evaluative approach is the identification of community defined, context specific concepts of well-being
and constitutive valued functionings and the derivation from this of required capabilities. This move away from normative
definitions of capabilities or capability types to a definition that reflects the Indigenous culture, history, circumstances,
and well-being aspirations of each community is intended to give a voice to the people and at the same time provide a deeper
informational base—through narrative—for policy and program design than has previously been available. The article concludes
that by operationalising the capability approach in a context and purpose specific way, policy and program design can be improved
so as to include more communities on the margin and thereby achieve more socially inclusive ICT based development. A process
is also outlined for using the evaluative application of the capability approach for community ICT4D within a policy feedback
loop. 相似文献