全文获取类型
收费全文 | 560篇 |
免费 | 8篇 |
专业分类
教育 | 454篇 |
科学研究 | 22篇 |
各国文化 | 5篇 |
体育 | 26篇 |
综合类 | 1篇 |
文化理论 | 8篇 |
信息传播 | 52篇 |
出版年
2023年 | 5篇 |
2022年 | 5篇 |
2021年 | 6篇 |
2020年 | 26篇 |
2019年 | 38篇 |
2018年 | 30篇 |
2017年 | 26篇 |
2016年 | 35篇 |
2015年 | 25篇 |
2014年 | 27篇 |
2013年 | 115篇 |
2012年 | 20篇 |
2011年 | 22篇 |
2010年 | 7篇 |
2009年 | 17篇 |
2008年 | 13篇 |
2007年 | 12篇 |
2006年 | 7篇 |
2005年 | 10篇 |
2004年 | 15篇 |
2003年 | 13篇 |
2002年 | 4篇 |
2001年 | 10篇 |
2000年 | 5篇 |
1999年 | 6篇 |
1998年 | 5篇 |
1997年 | 4篇 |
1996年 | 6篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1993年 | 5篇 |
1991年 | 5篇 |
1989年 | 4篇 |
1988年 | 2篇 |
1987年 | 2篇 |
1986年 | 3篇 |
1985年 | 2篇 |
1980年 | 2篇 |
1979年 | 3篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1973年 | 3篇 |
1972年 | 1篇 |
1970年 | 2篇 |
1969年 | 2篇 |
1966年 | 1篇 |
1925年 | 1篇 |
排序方式: 共有568条查询结果,搜索用时 8 毫秒
41.
ABSTRACTThis paper concludes the Special Issue (SI) ‘Probing the Amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge’. We review the five papers (Sorge et al; Gess-Newsome et al; Kind; Pitjeng-Mosabala and Rollnick; and Liepertz and Bronowski) by discussing evidence these present regarding the relationships between content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK); the development of CK, PK and PCK in novice and experienced secondary science teachers and how CK, PK and/or PCK impact students’ learning. In conclusion, we draw these findings together in offering proposals for future research via reconsideration of Shulman’s amalgam. This includes post-hoc examination of a PCK model known as ‘the Consensus Model’ (Gess-Newsome, [2015]. A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK Summit. In A. Berry, P. J. Friedrichsen, & J. Loughran (Eds.), Re-examining Pedagogical Content Knowledge in Science Education (pp. 28–42). New York, NY: Routledge; Neumann, Kind, & Harms [2018]. Probing the amalgam: The relationship between science teachers’ content, pedagogical and pedagogical content knowledge. International Journal of Science Education, 1–15) and presentation of a novel PCK structure based on evidence from the SI studies. 相似文献
42.
Kara Long Santi Thompson Sarah Potvin Monica Rivero 《Cataloging & classification quarterly》2017,55(3):107-128
Increasingly, metadata standards have been recognized as constructed rather than neutral. In this article, we argue for the importance of a documentation approach to metadata standards creation as a codification of this growing recognition. By making design decisions explicit, the documentation approach dispels presumptions of neutrality and, drawing on the “wicked problems” theoretical framework, acknowledges the constructed nature of standards as “clumsy solutions.” 相似文献
43.
Traci-Ann Garrad Christopher Rayner Scott Pedersen Monica Cuskelly 《Journal of Research in Special Educational Needs》2021,21(4):381-391
Many teachers are sporadic in using evidence-based practice (EBP) concerning students with autism spectrum disorder (ASD). Numerous reasons have been posited for this. However, no single study has worked to understand the relative importance of identified criteria in the EBP decision-making processes of teachers. Through the development of a new survey tool, the Evidence-Based Practice Innovation Survey (EBPIAS), an exploration of the decision-making process of Australian teachers in their adoption and cessation of EBP was undertaken. Teachers rated the perception that an EBP would meet the needs of their students as the most important criteria in determining their use of EBP. Conversely, the judgement that an EBP did not meet the needs of their student was the most important criteria in their decision to cease use. In comparing the relevant importance of identified criteria, teachers rated the perception of training as the second-lowest consideration in their decision to adopt and cease using EBP. Consequently, there may need to be greater promotion of, or information concerning, the training required by teachers for effective implementation supporting a more balanced and holistic approach in assessing criteria impacting the adoption of EBP by teachers in the first instance, potentially lowering cessation rates. 相似文献
44.
45.
Monica Madaus 《Technical Communication Quarterly》1997,6(3):261-280
Crystal Eastman, Alice Hamilton, and the women who organized the Workers' Health Bureau helped shape the field of health and safety communication early in this century. In texts targeted to varied professional and popular audiences, they sought to prevent occupational accidents and disease by promoting voluntary efforts by employers, government regulation and compensation programs, and unions to incorporate health and safety standards in contracts. While both their approach to research and their argumentative strategies can be considered “feminine”, this designation reflects a tendency to associate women with activities and behaviors that have been devalued. 相似文献
46.
47.
48.
Christine Halse Kerry Kennedy John J. Cogan 《International Journal of Educational Research》2004,41(7-8):584-594
This chapter provides a cross-societal discussion of the findings of the Schooling for the future study, the case studies. It examines why senior educators and policy leaders in each of the six case study societies believe that bureaucratic school systems are the most likely scenario for future even though these are not the most desired. It examines some of the key factors that account for senior educators and policy leaders’ views, and the changes they argue are needed to achieve the desired scenario for the future. The chapter concludes with a discussion of the contribution and the implications of the study for the usefulness of the OECD scenarios as policy tools. 相似文献
49.
Carini Robert M. Hayek John C. Kuh George D. Kennedy John M. Ouimet Judith A. 《Research in higher education》2003,44(1):1-19
We examined the responses of 58,288 college students to 8 scales involving 53 items from the National Survey of Student Engagement (NSSE) to gauge whether individuals respond differently to surveys administered via the Web and paper. Multivariate regression analyses indicated that mode effects were generally small. However, students who completed the Web-based survey responded more favorably than paper on all 8 scales. These patterns generally held for both women and men, and younger and older students. Interestingly, the largest effect was found for a scale of items involving computing and information technology. 相似文献
50.