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21.
LEARNING TO BE IN PUBLIC SPACES: IN FROM THE MARGINS WITH DANCERS, SCULPTORS, PAINTERS AND MUSICIANS 总被引:1,自引:0,他引:1
Morwenna Griffiths Judy Berry Anne Holt John Naylor Philippa Weekes 《British Journal of Educational Studies》2006,54(3):352-371
ABSTRACT: This article reports research in three Nottingham schools, concerned with (1) 'The school as fertile ground: how the ethos of a school enables everyone in it to benefit from the presence of artists in class'; (2) 'Children on the edge: how the arts reach those children who otherwise exclude themselves from class activities, for any reason' and (3) 'Children's voices and choices: how even very young children can learn to express their wishes, and then have them realised through arts projects'. The research methodology was rooted in two modes of inquiry, philosophical investigation and action research. The article draws on this research to argue that arts-based work in school has helped disadvantaged and/or disaffected children to engage in activities (both arts-based and others), and to be able to lay the groundwork for exercising voice and agency as they did so. If social justice is to flourish there is a need for particular kinds of public spaces and a need to create conditions such that children can learn to participate in those spaces, whether or not they are comfortable with the usual settings for 'rational argument' or 'deliberative democracy'. It is suggested that arts-based education, in some forms, is one good way of creating these conditions. 相似文献
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Sarant JZ Holt CM Dowell RC Rickards FW Blamey PJ 《Journal of deaf studies and deaf education》2009,14(2):205-217
This article documented spoken language outcomes for preschool children with hearing loss and examined the relationships between language abilities and characteristics of children such as degree of hearing loss, cognitive abilities, age at entry to early intervention, and parent involvement in children's intervention programs. Participants were evaluated using a combination of the Child Development Inventory, the Peabody Picture Vocabulary Test, and the Preschool Clinical Evaluation of Language Fundamentals depending on their age at the time of assessment. Maternal education, cognitive ability, and family involvement were also measured. Over half of the children who participated in this study had poor language outcomes overall. No significant differences were found in language outcomes on any of the measures for children who were diagnosed early and those diagnosed later. Multiple regression analyses showed that family participation, degree of hearing loss, and cognitive ability significantly predicted language outcomes and together accounted for almost 60% of the variance in scores. This article highlights the importance of family participation in intervention programs to enable children to achieve optimal language outcomes. Further work may clarify the effects of early diagnosis on language outcomes for preschool children. 相似文献
25.
This article introduces the special issue of Prospects on “Aid effectiveness in education”. It brings together case studies of attempts in several very different contexts to improve
the effectiveness of the use of aid in the education sector. By drawing on the historical evolution of the new paradigm over
the last 20 years, the authors make the case for a closer focus on aid’s effectiveness in education, as well as the need to
reform the aid effectiveness architecture. In particular, they identify two major obstacles that need to be overcome to improve
aid’s effectiveness in education: the lack of sufficient institutional and staff incentives for coordinated and harmonized
behaviour; and factors that lead to risk-aversion and discourage innovation in delivering aid effectively. 相似文献
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Jamie L. Jensen Emily A. Holt Jacob B. Sowards T. Heath Ogden Richard E. West 《Journal of Science Education and Technology》2018,27(6):523-535
In a flipped classroom model, learning of basic content is shifted before class while in-class time is used for concept application. Empirical and controlled research studies are lacking on the best strategies to provide the necessary pre-class content instruction. In this study, we tested three methods of pre-class content learning—interactive online tutorials, video lectures, and textbook-style readings—while holding the content and the in-class application activities constant. Identical introductory, non-majors biology classes were manipulated at both a public, open-enrollment institution and a private, highly selective institution. We found that video lectures offer a small advantage to overall student learning over interactive tutorials or textbook-style readings. Although our two populations differed in their ability to effectively learn from pre-class activities, through a student-centered flipped classroom approach, students at both institutions demonstrated equal learning gains by the final assessment. Potential reasons for some observed differences are suggested. 相似文献
28.
Monica A. F. Lounsbery Kathryn A. Holt Shannon M. Monnat Brian Funk Thomas L. McKenzie 《Research quarterly for exercise and sport》2013,84(3):414-419
Purpose: Even though physical education (PE) is an evidence-based strategy for providing and promoting physical activity, alternative programs such as the Junior Reserve Officer Training Corps (JROTC) are commonly substituted for PE in many states. The purpose of this study was to compare student physical activity and lesson contexts during high school PE and JROTC sessions. Method: The System for Observing Fitness Instruction Time was used to assess PE and JROTC sessions (N = 38 each) in 4 high schools that provided both programs. Data were analyzed using t tests, negative binomial regression, and logistic regression. Results: Students engaged in significantly more moderate-to-vigorous physical activity during PE than during JROTC sessions and they were significantly less sedentary. Significant differences between the 2 program types were also found among lesson contexts. Conclusions: PE and JROTC provide substantially different content and contexts, and students in these programs engage in substantially different amounts of moderate-to-vigorous physical activity. Students in JROTC, and perhaps other alternative programs, are less likely to accrue health-supporting physical activity and engage in fewer opportunities to be physically fit and motorically skilled. Policies and practices for providing substitutions for PE should be carefully examined. 相似文献
29.
Richard Holt 《国际体育史杂志》2013,30(3):368-377
P. Arnaud (ed.), Les Athlètes de la République: gymnastique, sport et idéologic republicaine 1870–1914 (Toulouse: Editions Privat, 1987). Pp.423. FF175. ISBN 2–7089–532330. P. Arnaud and J. Camy (eds.), La naissance du mouvement sportif associatif en France: sociabilitiés et formes de pratiques sportives (Lyons: Presses Universitaires de Lyon, 1986). Pp.422. FF 128. ISBN 2–7297–02938. 相似文献
30.
This paper examines the key impact that technology is having on shaping and, indeed, fusing the worlds of work both outside and inside tertiary institutions. The transformation of organisations by technology creates key challenges for tertiary institutions which are identified. One tertiary institution's attempts to engage with these challenges is illuminated through case study research. The institution in question, Deakin University, is a major open and distance education organisation in Australia. In grappling with the technological imperative, issues of leadership, management and organisational change come to the fore. Leadership in dynamically evolving organisations committed to the use of educational technologies in a range of diverse teaching‐learning contexts is an enormously complex and difficult task. The complexities, ambiguities and difficulties of leadership in such an environment are illuminated in this paper through the presentation of a set of eight interconnected issues which reveal some of the experiences of people within the University who are attempting to manage educational change and technological innovation. 相似文献