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Naomi Berman 《高等教育研究与发展》2020,39(1):127-140
ABSTRACTGlobally, the future of the higher education sector is under increasing scrutiny, and questions are being asked about the relevance of universities as traditional sites of teaching and learning. In an effort to adapt to the complexities that beset the higher education environment, universities are exploring the utility and benefits offered through informal learning spaces. However, the emergence of informal learning spaces raises important questions regarding student behaviours and ‘learning’, including the dichotomous positioning of the categories ‘formal’ and ‘informal’. This article highlights a tendency in the literature to treat informal learning spaces in a romanticised and overdetermined way. It challenges some of the popular imaginaries of these spaces as free, open and democratising in terms of students’ use, technological affordances, and a largely unchallenged emphasis on forms of community and collaboration as if they are unproblematic. Indeed, a persistently undefined ‘social’ quality attributed to informal learning settings, coupled with a focus on design and technology elements, elides the possibility of negative social practices such as exclusion and marginalisation. Moreover, empirical treatments of these spaces are dominated by quantitative methods that rely on deterministic cause and effect models, including normative understandings of academic success, as a measure of effectiveness. If universities are to proceed in better understanding these learning sites and the meanings and practices students bring to them, new perspectives incorporating more critical, interpretive qualitative approaches that give primacy to understanding the ways in which these spaces might reproduce marginalising or exclusionary social practices are required. 相似文献
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Laura J. Moin Kathleen Magiera Naomi Zigmond 《International Journal of Science and Mathematics Education》2009,7(4):677-697
In the US, there is a significant number of learning-disabled high school students included in regular science classrooms.
It has been argued that students with learning disabilities can succeed in science if they receive the kind of instruction
they need. To facilitate such instruction, the special education teacher is often incorporated into the class along with the
learning disabled students. We observed 53 high school science lessons from ten pairs of science and special-education teachers
who were responsible for delivering instruction to groups of students, some of whom were learning-disabled. We analyzed narrative
notes collected in these lessons reflecting the kinds of classroom activities, organization of work, and teachers’ roles.
In addition, we interviewed the teachers individually to gain a better understanding of these inclusive classes. The underlying
question of this research was whether inclusive classes with two teachers delivered the type of science education that is
better than solo-teaching in addressing the needs of learning-disabled students. Our evidence indicates that even with a special-education
teacher present in the class, learning-disabled students usually did not receive a science education that met their needs.
We elaborate on the reasons for this problem and make suggestions for improvement. 相似文献
144.
The positive aspects of women from traditional societies acquiring higher education have been widely documented, while the loss and pain entailed in the process, involving transition and changing gender roles, have usually been ignored. This narrative research explores the experience of Druze women who were the first or among the first, from their villages to study at Israeli universities, focusing on their return home following their studies. Studying in university involved crossing boundaries of gender and culture, leading the women through a path profoundly different from that of their families or childhood friends. Upon return, feelings of pride and accomplishment were accompanied by alienation, hybridity and pain. These aspects, previously overlooked in research literature, are discussed in the present article, adding a new dimension to the understanding of emotional and social facets in the lives of women from so-called ‘traditional’ societies who seek higher education. 相似文献
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Kristina M. Zosuls Ryan D. Field Carol Lynn Martin Naomi C. Z. Andrews Dawn E. England 《Child development》2014,85(4):1663-1676
This research introduces a new construct, gender‐based relationship efficacy, which refers to beliefs about one's ability to relate to own‐ and other‐gender peers. Study 1 investigated 204 fourth graders (M age = 9.56) and confirmed that own‐gender and other‐gender relationship efficacy represent distinguishable aspects of preadolescents' social competency beliefs that are differentially related to outcomes with own‐ and other‐gender peers, including outcome expectancies and friendships with own‐ and other‐gender peers. Study 2 provided further evidence of the distinctiveness of relationship efficacy for own‐ and other‐gender peers among 403 seventh (M age = 12.48) and 453 eighth (M age = 13.50) graders and found gender and age differences. Developmental changes and implications for research on intergroup relationships are discussed. 相似文献
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