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21.
Inclusive education requires restructuring educational provision so that mainstream schools are able to provide for the needs of all students in their communities. To help realise this goal, initial teacher education programmes need to better prepare new graduates for teaching students with complex special education needs, including students with intellectual disability. Concerns about the capacity of current school-based placements to prepare new teachers for inclusive classrooms have led some teacher education institutions to develop supplementary fieldwork experiences. The current study involved an investigation into such an experience and looked at the benefits to pre-service teachers (PSTs) of tutoring a young adult with intellectual disability. The findings indicate that PSTs learned effective strategies for differentiating a programme of work and, in their first year of study, were developing a teacher identity. The importance of aligning experiences with coursework units is highlighted and the need for valid assessments of how well initial teacher education programmes are preparing beginning teachers for inclusion, and what these assessments may look like, is discussed. 相似文献
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Norma Presmeg 《Educational Studies in Mathematics》2003,54(1):127-137
This reaction to the papers in this PME Special Issue of Educational Studies in Mathematics draws a wider perspective on the issues addressed and some of the constructs used in research in Realistic Mathematics Education
(RME). In particular, it tries to show that while the problems addressed existed within the world-wide arena of mathematics
education and were not unique to the Dutch educational system, the methods used at the Freudenthal Institute to address them
were uniquely adapted to that system yet foreshadowed developments in the wider field of mathematics education. The predictive
aspects of mathematizing, didactizing, and guided reinvention, in which models-of become models-for on various levels, resonate with trends in mathematics education in recent years, including those promoted by the National
Council of Teachers of Mathematics in the USA. Research methodologies, too, have broadened to include more humanistic qualitative
methods. Developmental research as epitomized in the RME tradition makes the distinction between quantitative and qualitative
research obsolete, because there is no restriction on research methods that may be useful in investigating how to improve
the teaching and learning of mathematics, and in the designing of mathematics curricula. Thus some aspects of this research
resonate with what have come to be known as multitiered teaching experiments. However, in RME there is also a special content-oriented
didactical approach that harmonizes with an emphasis on didactics (rather than pedagogy)in several other European countries. Some implications are drawn for future research directions.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
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Science Policy in Action: Policy and the Researcher 总被引:1,自引:0,他引:1
Government policies for science, usually incorporatingeconomic and social aims, are increasingly influencing the contentand management of university research. This essay discusses theinfluence of selected science policies on individual researchersand group leaders. Within the limitations of a case study, itargues that policies that steer the content of research have agreater influence on research behaviour, than do policies relatedto overall research management. Increasing pressures for compliancewith mission-objectives point to the need for closer discussionbetween those who make policy decisions, and the wider researchcommunity. 相似文献
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The purpose of this study was to determine if there is a relationship between learner personality types and perceived satisfaction when using Web-based instruction for mandatory and self-regulated continuing professional development. Two hundred and four real estate practitioners who participated in a Web-based professional development course completed the Millon Index of Personality Styles (MIPS) instrument and a survey to compare personality type and satisfaction. No relationship was found between personality types and satisfaction when using Web-based instruction. The majority (97%) of participants were satisfied with the course regardless of their personality characteristics. 相似文献
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