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161.
Ron Blonder Rachel Mamlok-Naaman 《International Journal of Science and Mathematics Education》2016,14(3):345-372
This study focused on teachers’ transfer of a variety of teaching methods from a teaching module on nanotechnology, which is an example of a topic outside the science curriculum, to teaching topics that are part of the chemistry curriculum. Nanotechnology is outside the science curriculum, but it was used in this study as a means to carry out a change in the way chemistry teachers teach. The participants in the study included nine high school in-service chemistry teachers. Three research tools were used: (1) semistructured interviews that were conducted with the teachers, after they had finished teaching their nanotechnology module, and follow-up semistructured interviews that were conducted 2 years after the teachers had taught the nanotechnology module , and teachers’ assessment and evaluation of their own teaching method, determining how the nanotechnology modules influenced the students who learned according to this program. The data collection process continued for 5 years. Most of the teachers indicated that they continued teaching the nanotechnology module that they designed and all of them stated that they integrated the unique teaching methods into their teaching of chemistry. High efficacy beliefs were built based on the self-evaluation process that was part of the teachers’ professional development program. Teaching self-efficacy beliefs and organization efficacy beliefs was found to contribute to teachers’ sustainable changes. The findings in the current research are only limited to the topic of nanotechnology; however, we believe that similar results can be obtained for any modern scientific topic that is outside the high school science curriculum. We suggest that more research should be done to determine whether the same findings emerge by using the same approach but on another topic. 相似文献
162.
This study sought to understand predictors of faculty satisfaction with promotion and tenure processes and reasonableness of expectations in the context of a striving institution. The factors we investigated included discipline (high-consensus [science and math] vs. low-consensus [humanities and social sciences]); demographic variables; and institutional support including mentoring, collegiality, work-life integration, and college commitment to faculty members’ fields. High-consensus faculty members were less satisfied with promotion and tenure processes than were low-consensus faculty members (p?<?.01). Faculty members who were more satisfied with collegiality (p?<?.001) and with college commitment to their fields (p?<?.05) were more satisfied with promotion and tenure processes. Faculty members who were more satisfied with work-life integration and mentoring were more satisfied with reasonableness of expectations (p?<?.05). 相似文献
163.
Rachel Brooks Kate Byford Katherine Sela 《British Journal of Sociology of Education》2016,37(8):1211-1228
This article explores the economic relationships between individual students’ unions and their wider institutions, and the ways in which they articulate with a pervasive consumerist agenda across the higher education sector. We draw on data from a UK-wide study to argue that students’ unions have an ambivalent relationship with consumerist discourses: on the one hand, they often reject the premise that the higher education student is best conceptualised as a consumer; yet, on the other, they frequently accept aspects of consumerism as a means of, for example, trying to protect their independence and autonomy. We explore whether this particular form of positioning with respect to consumerism is best conceptualised as a form of resistance, or whether it has become extremely difficult for students’ unions to take up any other position in a system that is driven by market logic. 相似文献
164.
Rachel Wahl 《Educational theory》2019,69(4):455-472
Is it always ethical to ask a person to be “open‐minded” in volatile political contexts? What might open‐mindedness entail and when might such an expectation be harmful? Drawing on observations and interviews related to a controversial dialogue that occurred in Charlottesville, Virginia, following the violent Unite the Right rally of August 2017, Rachel Wahl argues, first, that whether we might consider someone “open‐minded” has little to do with their participation in processes that formally affirm and even genuinely aim for this virtue. Second, the division between people who view civil dialogue as the key to social progress and people who aver that direct resistance is what is called for is rooted in deeply different conceptions of the social world and what ails the nation. This divide is at once a response to the political moment and to the human condition, as it is a manifestation of an enduring tension between openness and commitment. Third, the disposition to be what one might call “open‐minded” about this division is premised on how one understands one's self and life. While popular and philosophical conceptions of this division tend to valorize either openness or commitment, Wahl draws on René Arcilla's conception of a life of education in order to articulate how these might be integrated. The possibility of understanding one's life as an education illustrates what may have made it possible for one exemplary participant in the Charlottesville dialogue to be open‐minded even about the value of some expressions of open‐mindedness while maintaining his principled commitments. 相似文献
165.
Helen Grimmett Rachel Forgasz Judy Williams Simone White 《Asia-Pacific Journal of Teacher Education》2018,46(4):340-353
New accreditation requirements for Australian initial teacher education programs require that universities and schools establish quality partnerships to ensure strong links between pre-service teachers’ university-based learning and school-based professional learning experiences. This paper focuses on the shifts of identity, thinking and practice that occurred for five school-based mentor teachers as they co-created new professional experience practices alongside university-based teacher educators in a Teaching Academies of Professional Practice (TAPP) project. Interview data was analysed through the theoretical framework of Dialogical Self Theory to examine how the repositioning of mentor teachers as fellow teacher educators allowed for expansion in the understanding and enactment of their role. The findings of this study suggest that partnerships between schools and universities can enhance learning opportunities for all participants when commitments are made to creating collaborative and dialogical spaces to support new approaches to teacher education. 相似文献
166.
Poetry 总被引:1,自引:0,他引:1
167.
Elizabeth Mack Helen Augare Linda Different Cloud-Jones Dominique Davíd Helene Quiver Gaddie Rose E. Honey Angayuqaq O. Kawagley Melissa Little Plume-Weatherwax Lisa Lone Fight Gene Meier Tachini Pete James Rattling Leaf Elvin Returns From Scout Bonnie Sachatello-Sawyer Hi’ilani Shibata Shelly Valdez Rachel Wippert 《Cultural Studies of Science Education》2012,7(1):49-70
There are a growing number of informal science education (ISE) programs in Native communities that engage youth in science education and that are grounded in Native ways of knowing. There is also a growing body of research focusing on the relationship between culture, traditional knowledge, and science education. However, there is little research documenting how these programs are being developed and the ways in which culture and Western science are incorporated into the activities. This study outlines effective practices for using Native ways of knowing to strengthen ISE programs. These effective practices may also be used to promote change in formal education. The authors combine an overview of current research in informal science education with personal interviews with educators engaged in ISE programs offered to youth both on and off tribal reservations as well as experts in Indigenous education. Participating individuals and programs included Native communities across the United States, including Alaska and Hawai??i. Keeping in mind that each community is unique, ISE programs that are grounded in Native ways of knowing will benefit by utilizing the effective practices outlined here as a guide for starting or strengthening existing ISE programs relevant to the needs of their communities. 相似文献
168.
Rachel HeydonAuthor Vitae Rosamund StookeAuthor Vitae 《Teaching and Teacher Education》2012,28(1):11-20
This paper reports on a case study of teachers’ expressions of their literacy-related professional development needs in a First Nations school located in Ontario, Canada. The paper construes the work of the teachers as “border work” and argues that their literacy teaching work was complex and tied to an ongoing legacy of colonialism. Four interrelated themes are discussed. The paper recommends improving compensation and job security for educators in First Nations schools and supporting them to see themselves as knowledgeable professionals who can entertain sophisticated notions of literacy that consider its relationship to situation including culture. 相似文献
169.
Persistent disparities exist between African American children and their European American counterparts across developmental domains. Early childhood intervention may serve to promote more positive outcomes among African American children. The current study examined whether and how the Early Head Start (EHS) program benefited African American children at the end of the program, when they were 36 months of age, as well as the parenting these children experienced and how this affected their developmental outcomes. The data show a wide and strong pattern of impacts of EHS for African American children and families. Path analysis yielded findings that suggested a direct effect of EHS on specific child outcomes and parenting processes within this group of African American families. Parental supportiveness and cognitive stimulation emerged as important direct influences on African American children's outcomes and as pathways through which Early Head Start benefits these children. These findings are discussed in the context of early childhood intervention practice. 相似文献
170.
Rachel Skrlac Lo 《Children‘s Literature in Education》2012,43(1):22-26
A personal reflection about Dr. Sipe as a teacher and a mentor. 相似文献