全文获取类型
收费全文 | 123篇 |
免费 | 7篇 |
专业分类
教育 | 111篇 |
科学研究 | 3篇 |
各国文化 | 1篇 |
体育 | 5篇 |
信息传播 | 10篇 |
出版年
2022年 | 1篇 |
2021年 | 3篇 |
2020年 | 1篇 |
2019年 | 2篇 |
2018年 | 4篇 |
2017年 | 5篇 |
2016年 | 7篇 |
2015年 | 4篇 |
2014年 | 3篇 |
2013年 | 34篇 |
2012年 | 3篇 |
2011年 | 3篇 |
2010年 | 6篇 |
2009年 | 4篇 |
2008年 | 5篇 |
2007年 | 1篇 |
2006年 | 5篇 |
2005年 | 1篇 |
2004年 | 2篇 |
2002年 | 5篇 |
2001年 | 1篇 |
1999年 | 3篇 |
1997年 | 1篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1990年 | 2篇 |
1988年 | 2篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 1篇 |
1984年 | 2篇 |
1983年 | 2篇 |
1981年 | 1篇 |
1979年 | 1篇 |
1975年 | 1篇 |
1966年 | 1篇 |
1963年 | 3篇 |
1962年 | 1篇 |
排序方式: 共有130条查询结果,搜索用时 771 毫秒
101.
Large numbers of children and young people spend their weekends and holidays engaged in the activities of over 300 surf clubs
across Australia each summer. Long term membership in these clubs, beginning from as young as five years of age, forms a significant
part of children's and young people's development yet surf clubs have yet to receive recognition from researchers in either
the education or physical education fields as significant learning sites. Within the context of growing recognition of learning
as an ongoing, multidimensional and life-long process this represents an oversight in the literature that this paper sets
out to redress. Employing the concepts of communities of practice and situated learning (Lave & Wenger 1991, Wenger 1998)
it examines four young people's experiences as members of a Victorian surf club as a community of practice. It also compares
the experiences of these young people in the surf club with those arising from membership in their schools and sports clubs. 相似文献
102.
This article reports on an investigation into school teachers’ perceptions of disruptive behaviour from a psychological perspective. The inter-disciplinary nature of this research bridges the understanding between educational and psychological perspectives on disruptive behaviour. This article discusses evidence that for the most troubled pupils, effective behaviour management at school necessitates a more nurturing and collaborative approach alongside current disciplinary policy. Two studies are reported which examine teachers’ perceptions of disruptive behaviour at school. Discussion focuses on findings of a postal questionnaire sent to 426 primary and secondary schools across England, regarding teachers’ perceptions on the extent to which pupils can control their disruptive behaviour. A further 122 primary schools were sent the questionnaire via SurveyMonkey. The findings illustrate that there is variation in how teachers in primary and secondary schools regard their pupils’ behaviour. Implications of the findings are discussed with reference to attachment theory. 相似文献
103.
For many secondary and postsecondary students with dyslexia, passing required algebra courses presents a formidable challenge.
Although dyslexic students do have specific and sometimes severe learning deficits that can affect their chances of success
in algebra, they can succeed if given appropriate and effective instruction that meets their special and individual needs.
This article briefly describes the application of effective instructional practices to the teaching of remedial algebra that
have been used with dyslexic students in the University of Wisconsin Oshkosh Project Success program. 相似文献
104.
Teresa Cremin Debra Myhill Ian Eyres Tricia Nash Antony Wilson Lucy Oliver 《Literacy》2020,54(2):49-59
In the context of renewed interest in teachers' identities as writers and the writers as artist‐educators, this paper reports upon the findings of “Teachers as Writers” (2015–2017). A collaborative partnership between two universities and a creative writing foundation, the study sought to determine the impact of writers' engagement with teachers on changing teachers' classroom practices in the teaching of writing and, as a consequence, in improving outcomes for students. The project afforded opportunities for writers and teachers to work together as learners in order to improve student outcomes. The study involved two complementary datasets: a qualitative dataset of observations, interviews, audio‐capture (of workshops, tutorials and co‐mentoring reflections) and audio‐diaries from 16 teachers; and a randomised controlled trial (RCT) involving 32 primary and secondary classes. The findings reveal that the teachers' identities and assurance as writers shifted significantly. The Arvon experience also led to pedagogic shifts which the students reported impacted positively upon their motivation, confidence and sense of ownership and skills as writers. However, these salient dispositional shifts did not impact upon the young people's attainment. The professional writers gained new understandings which substantially altered their conceptions of writers' potential contribution in schools. 相似文献
105.
106.
Public speaking and oral assessments are common in higher education, and they can be a major cause of anxiety and stress for students. This study was designed to measure the student experience of public speaking assessment tasks in a mandatory first-year course at a regional Australian university. The research conducted was an instrumental case study, with a student-centred focus. Surveys were designed to elicit student perceptions of their emotions and experience before and after engaging in public speaking skill development exercises and a public assessment task. After undertaking public speaking desensitisation and assessment, students experienced increased satisfaction and decreased fear, indecision and confusion. However, students’ perceptions of their confidence to control nerves, maintain eye contact, use gestures and comfortably speak in front of 25 people reduced – an unexpected outcome of the research. The reasons for this remain unclear, which provides a window for further research. Public speaking assessment tasks should be aligned with learning activities, and opportunities to minimise the impact of barriers to students engaging in the learning activities or tasks should be incorporated into curriculum. 相似文献
107.
Harold W. Thorpe Scherie Lampe Robert T. Nash Berttram Chiang 《Psychology in the schools》1981,18(3):334-340
Multisensory instructional approaches have been used in teaching handicapped children for many years, but have never been adequately validated. Using a multiplebaseline design and direct measurement of words read and spelled as the dependent variable, this study evaluated the effects of the kinesthetic-tactile component in VAKT instruction. The results indicated that the three secondary LD students read more words correctly after VAKT instruction than after VA instruction, and retained more VAKT instructed words at one-week, three-week, and six-month retention probes. The instruction did not differentially affect the speiling of words. The implications of these findings are discussed. 相似文献
108.
109.
Larry Nash White 《图书馆管理杂志》2013,53(7-8):1017-1026
ABSTRACT Through a review of the literature, the author sought to identify what assessment planning practices exist in libraries, how the assessment planning process works in libraries, and what components constitute a library assessment plan. The findings suggest that, while libraries determine and report a great many aspects of organizational performance, general assessment planning (which encompasses total organizational impact and value) is not frequently used or integrated into the library's comprehensive strategic planning process, and it does not always effectively cover the scope of the assessment activities and information needed by organizational leaders and administrators to develop effective strategic plans and decisions. This lack of integration creates disconnects between the library's ability to determine and report organizational value and the library's need to provide accountability evidence to stakeholders and use the performance measurement results effectively in executing strategic planning and decision making. Using the findings of the review, the author proposes an alternative set of assessment planning components and focus areas. 相似文献
110.
Roy Nash 《British Journal of Sociology of Education》1990,11(4):431-447
Bourdieu's work has attracted considerable interest and, not withstanding criticism of his style and obscure theoretical formulations, has introduced some powerful concepts into social theory. This paper examines Bourdieu's contribution to the sociology of education and especially his account of socially differentiated educational attainment. Particular attention is given to issues of structure, agency and habitus, the cultural autonomy of the school, arbitrary and necessary school cultures, and the distinction between primary and secondary effects on educational differences. Some specific criticisms, for example Elster's charge of a double account of domination, are also addressed. Bourdieu's concentration on habitus as the most significant generator of practice is held to be a theory of socialisation and the paper examines the nature of the explanation of social practice provided by such theories. The argument concludes with a plea for critical tolerance with respect to Bourdieu's work but with a suggestion that his account of socially differentiated educational attainment in terms of habitus is finally inadequate. 相似文献