全文获取类型
收费全文 | 277篇 |
免费 | 1篇 |
专业分类
教育 | 222篇 |
科学研究 | 7篇 |
各国文化 | 1篇 |
体育 | 12篇 |
文化理论 | 1篇 |
信息传播 | 35篇 |
出版年
2021年 | 1篇 |
2020年 | 3篇 |
2019年 | 6篇 |
2018年 | 7篇 |
2017年 | 6篇 |
2016年 | 14篇 |
2015年 | 3篇 |
2014年 | 8篇 |
2013年 | 51篇 |
2012年 | 8篇 |
2011年 | 8篇 |
2010年 | 9篇 |
2009年 | 7篇 |
2008年 | 6篇 |
2007年 | 13篇 |
2006年 | 6篇 |
2005年 | 6篇 |
2004年 | 10篇 |
2003年 | 4篇 |
2002年 | 5篇 |
2001年 | 4篇 |
2000年 | 8篇 |
1999年 | 7篇 |
1998年 | 6篇 |
1997年 | 3篇 |
1996年 | 8篇 |
1995年 | 4篇 |
1994年 | 7篇 |
1993年 | 2篇 |
1992年 | 10篇 |
1991年 | 4篇 |
1990年 | 5篇 |
1989年 | 2篇 |
1988年 | 5篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1985年 | 6篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1977年 | 1篇 |
1975年 | 1篇 |
1969年 | 1篇 |
1968年 | 1篇 |
1927年 | 2篇 |
1877年 | 1篇 |
1862年 | 1篇 |
1844年 | 1篇 |
排序方式: 共有278条查询结果,搜索用时 31 毫秒
41.
Pam Sammons Sally Thomas Peter Mortimore Adrian Walker Rosemary Cairns John Bausor 《School Effectiveness & School Improvement》2013,24(3):286-309
As part of a large‐scale study of the ability of 94 secondary schools to promote academic achievement, case studies of six outlier schools were conducted and headteachers (principals) and their deputies were questioned about the processes of effectiveness. The analysis of their responses ‐ grouped by the performance of their school (measured by value added analyses of three years of public examination results) as effective, ineffective or mixed ‐ reveals considerable support for previously cited characteristics of effective schooling. Despite the limitations imposed by a reliance on the use of retrospective accounts, the study takes forward the field of school effectiveness in its search for generalisable findings and coherent theory. 相似文献
42.
Pam Hanley Judith Bennett Mary Ratcliffe 《International Journal of Science Education》2013,35(7):1210-1229
This study explores whether the religious background of students affects their opinions about and attitudes to engaging with scientific explanations of the origins of the universe and of life. The study took place in four English secondary schools representing three different contexts (Christian faith-based; non-faith with majority Muslim catchment; and non-faith, mixed catchment). It comprised questionnaires and focus groups with over 200 students aged 14–16, supplemented by teacher interviews. The analysis approach was informed by grounded theory and resulted in the development of an engagement typology, which has been set in the context of the cross-cultural border crossing literature. It divides students into categories depending on both the nature and amount of engagement they were prepared to have with the relationship between science and religion. The model takes into account where students sit on four dimensions. These assess whether a student's preferred knowledge base is belief-based or fact-based; their tolerance of uncertainty (do they have a need for resolution?); their open mindedness (are they unquestioning or inquiring?); and whether they conceptualise science and religion as being in conflict or harmony. Many Muslim students resisted engagement because of conflicting religious beliefs. Teachers did not always appreciate the extent to which this topic troubled some students who needed help to accommodate clashes between science and their religious beliefs. It is suggested that increased appreciation of the complexity represented by their students can guide a teacher towards an appropriate approach when covering potentially sensitive topics such as the theory of evolution. 相似文献
43.
Linda M. Perkins 《History of education》2013,42(3):365-275
Very few English secondary schools now include ‘Comprehensive’ in their titles, and political enthusiasm for comprehensive schools is hard to detect. According to David Skelton of Policy Exchange, politicians, like anthropologists, have often ‘investigated them, read thoroughly about them and even visited them, but they don’t really understand them’. Drawing on a variety of source materials, this article discusses the early comprehensive schools movement, the period of intensive circulars and legislation in the 1960s and 1970s and the subsequent waning of interest in comprehensive schools as a policy topic. At the heart of the discussion is a focus on politics and politicians at both the national and local levels, with close reference to some key personalities of the post-war period. It is argued that the story of comprehensive schooling in England needs more balance and that we should look to the present generation of politicians and historians to provide this. 相似文献
44.
45.
The Retirement Research Foundation of Chicago supported a collaborative to collect demographic data about working and aging, conduct a survey of older job seekers, and interview businesses in the region to assess their awareness and attitudes about mature workers. The 2005 project was titled the 60 + Success Project. A regional task force oversaw the research components and product development. Data collection occurred through 13 focus groups, individual interviews with private, public and nonprofit sector leaders, surveying of mature and aging job seekers, and online surveying of employers. Based upon this multipronged methodology, four major products were produced: Report and Key Findings; Human Resources Handbook and Curriculum; Opportunities for Mature Workers (brochure); and Mature Worker Profile. These products are the first steps toward better understanding the needs of older workers and shaping an action plan for this region. They can serve as catalysts to spur similar educational efforts in other parts of the country. 相似文献
46.
There is a consensus that close home-school links are beneficial for children's education. However, there is a silence about any part that children may play in, and their views on, this process. This paper reports on research in schools with diverse social intakes, looking at children's understandings and experience of home-school relations. Those in inner city schools were far more likely to talk about separation between their home and school lives, as were working class and ethnic minority children generally, as well as older children. However, all the children expressed strong views about the privacy of their home life in relation to schools and teachers. 相似文献
47.
Randomised controlled trial of incentives to improve attendance at adult literacy classes 总被引:1,自引:1,他引:0
Background: Incentives have been proposed as a method to improve attendance in adult literacy classes. In the UK, several areas have piloted the use of incentives to promote attendance at adult literacy classes. To date no rigorous evaluation of this policy has been undertaken. This paper describes (as far as we are aware) the only UK‐based randomised controlled trial to evaluate the use of financial incentives in order to promote attendance in classes for adult learners. Methods: We used a cluster‐randomised design. Twenty‐nine adult literacy classes were randomised in two groups using minimisation. Intervention group learners received £5 (US$10) for each class attended. The main outcome was class attendance; the secondary outcome was literacy scores. Results: After allocation, one class was found to be ineligible for the study. In the 28 remaining classes there was a statistically significant reduction of about 1.5 sessions (95% confidence interval (CI) 0.28, 2.79; p = 0.019) attended by the intervention group compared with control, after adjusting for cluster size and baseline scores. The difference in reading scores between the intervention and control group, conditioned on baseline scores, was ?2.38 (with controls scoring higher than the intervention group), but this difference was not statistically significant (95% CI ?7.40 to 2.57, p = 0.33). Conclusion: Payments to attend adult literacy classes had an adverse effect on attendance. This trial needs urgent replication, ideally with a larger incentive, before this approach is widely used by policy makers. 相似文献
48.
This paper addresses the call for evidence-based practice by describing an initiative in school-university partnership that has led to the establishment of a community of teacher researchers whose investigations provide the evidence upon which they make decisions to improve their teaching. This is a new way of approaching the idea of evidence-based practice, where the evidence comes through personal testimony that 'rings true'. In this mode of research the processes of research are shared so that the outcomes of the research may be disseminated through 'transferability' rather than 'generalisability'. The first part describes the partnership, which involved the adaptation of existing structures in the school (staff development) and the university (accreditation) to create a new more democratic, more productive relationship. The second part of the paper describes the work of one teacher who applied the principles from her own learning within the teacher group to her management of her students' learning in such a way that the excitement of independent learning that had been a feature of the teacher group was transferred to the students. The third part of the paper addresses the politics of such research and makes a case for including teachers' and students' knowledge of their own practice as evidence to inform policy development. 相似文献
49.
George Wesley Perkins 《Journal of The Franklin Institute》1927,203(5):732-733
50.
Marcy Perkins Driscoll 《Contemporary educational psychology》1985,10(1):38-51
One purpose of this study was to determine whether cognitive structure, assessed by psychometric measures of concept interrelatedness, can be developed when the students initially do not know what concept relationships exist and what they mean. The second purpose was to apply those measures to a learning situation that has produced a nonspecific transfer effect, i.e., the facilitative effect of concrete examples on learning abstract passages, to attempt to explain this effect more completely. Five groups of 20 students each read two prose passages and took recall and structure assessment tests on the second passage. Results (1) indicated that the nonspecific facilitative transfer effect was replicated and (2) offered some support for the contention that the cognitive structure which proximity measures assess can be trained to correspond to content structure, but that related recall remains low. With resolution of some of the methodological issues surrounding these measures, however, clearer explanation of transfer effects and assessment of higher order learning may be facilitated. 相似文献