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81.
82.
Renee Soloway Wohl 《Religious education (Chicago, Ill.)》2013,108(4):479-499
This paper presents portraits of six parents who became actively involved as avocational teachers in their synagogue's religious school. Based on two in‐depth interviews, the portraits trace avocational teachers' public commitment to the school and personal renewal as Jews. The portraits provide us with a closer look at the powerful impact that teaching and learning had on participants' views of themselves and their relationship to Jewish texts. 相似文献
83.
Organizations wield great power over the structure of contemporary life. Using the rhetorical method of cluster analysis, we investigated the construction of work/life issues on Web sites of companies on Fortune's 2004 list of “100 Best Companies to Work for.” By identifying key terms and the terms that clustered around them, we uncovered a corporate ideology of work/life: 1) work is the most important element of life; 2) life means family; 3) individuals are responsible for balance; and 4) organizations control work/life programs. We conclude that organizational work/life programs may increase, rather than decrease, the amount of control organizations exercise over personal life. We explore the implications of this finding as well as directions for future research. 相似文献
84.
The currently influential model for information and communication technologies for development (ICT4D) is based on increasing the well-being of the poor through market-based solutions, and by using low-cost but advanced technologies. Using ethnographic methods, we chart out the contradictions that could arise when such a development-through-entrepreneurship model is implemented. We examine the Akshaya project, a franchise of computer-service kiosks in Kerala, India, which strives simultaneously for social development through access to computers and financial viability through cost recovery and entrepreneurship. We show that tensions within the state and among entrepreneurs and perceptions of public versus private among consumers make it challenging to meet the twin goals of commercial profitability and social development. 相似文献
85.
86.
Drew Bush Renee Sieber Gale Seiler Mark Chandler 《Journal of Science Education and Technology》2018,27(2):147-164
This study with 79 students in Montreal, Quebec, compared the educational use of a National Aeronautics and Space Administration (NASA) global climate model (GCM) to climate education technologies developed for classroom use that included simpler interfaces and processes. The goal was to show how differing climate education technologies succeed and fail at getting students to evolve in their understanding of anthropogenic global climate change (AGCC). Many available climate education technologies aim to convey key AGCC concepts or Earth systems processes; the educational GCM used here aims to teach students the methods and processes of global climate modeling. We hypothesized that challenges to learning about AGCC make authentic technology-enabled inquiry important in developing accurate understandings of not just the issue but how scientists research it. The goal was to determine if student learning trajectories differed between the comparison and treatment groups based on whether each climate education technology allowed authentic scientific research. We trace learning trajectories using pre/post exams, practice quizzes, and written student reflections. To examine the reasons for differing learning trajectories, we discuss student pre/post questionnaires, student exit interviews, and 535 min of recorded classroom video. Students who worked with a GCM demonstrated learning trajectories with larger gains, higher levels of engagement, and a better idea of how climate scientists conduct research. Students who worked with simpler climate education technologies scored lower in the course because of lower levels of engagement with inquiry processes that were perceived to not actually resemble the work of climate scientists. 相似文献
87.
Christine E. Neddenriep Andrea D. Hale Christopher H. Skinner Renee O. Hawkins Beth D. Winn 《Psychology in the schools》2007,44(4):373-388
Reading comprehension rate (RCR) is a direct measure of reading skills that may be useful in formatively evaluating students reading beyond the fourth‐grade level. To investigate the concurrent validity of RCR, we correlated RCR, reading comprehension level (RCL), and words correct per minute (WC/M) with the Broad Reading Cluster Scores of the Woodcock‐Johnson III Tests of Achievement (WJ‐III ACH) across 88 students in 4th, 5th, and 10th grades. Results showed that aloud‐RCR was significantly correlated with the WJ‐III ACH scores for 4th‐grade (r = .90; n = 22), 5th‐grade (r = .87; n = 29), and 10th‐grade (r = .65; n = 37) students. Regression analysis specified a one‐predictor model for 4th‐grade students (aloud‐RCR), a two‐predictor model for 5th‐grade students (WC/M and aloud‐RCR), and a one‐predictor model for 10th‐grade students (WC/M). Discussion focuses on directions for future research and applied issues related to RCR probe passage development. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 373–388, 2007. 相似文献
88.
The reasons for sources of inactivity among older adults can be both physical and psychological. Fear of falling is a common psychological source of restricted activity. The efficacy of a group intervention to reduce fear of falling and associated activity restriction was established in a randomized controlled trial by the authors and their colleagues. The objective of this analysis was to investigate who was most likely to benefit from this intervention. Data from baseline and 12-month follow-up were used to identify predictors in change of two targeted attitudes - fear of falling and ability to manage falls - that were considered to precede change in activity level. The predictors of the two outcomes were similar. Subjects who reported less physical and social dysfunction, more concerns about falling, and greater self-efficacy in doing something about their concerns were most likely to benefit from the intervention. Men were more likely than women to achieve greater ability to manage falls. These findings can be used to target the intervention to persons in greatest need or to modify the intervention to better meet the needs of others. 相似文献
89.
Henry T. De la Beche (1796–1855) began his geological career within an elite circle (Geological Society of London, 1817; FRS,
1819), collaborating with influential gentlemen geologists and publishing original research. When his independent income dwindled,
De la Beche managed to secure governmental funding for his mapping projects. This led to recognition of the Geological Ordnance
Survey (1835) with De la Beche as director. However, De la Beche’s most influential role emerged from his unique position
of successfully bridging the privileged circle of gentlemen geologists and the working class of emerging professionals. Henry
De la Beche advocated education and knowledge of the Earth for all social classes. He used his government influence to lobby for the establishment of facilities and organizations dedicated
to geology’s growing professionalization and popularization. The Museum of Practical Geology, School of Mines, and Mining
Records Office were founded largely through his efforts, and each included educational components. De la Beche believed that
geological instruction should transcend social boundaries, and thus he was an early advocate for the instruction of lower
classes. Henry De la Beche can be acknowledged as an early champion of geological literacy for the general population. 相似文献
90.
Renee M. R. Moran 《Educational Studies A Journal of the American Educational Studies Association》2017,53(2):178-193
The use of student achievement data to evaluate an individual teacher's effectiveness has become a new focus in educational policy. This article focuses on the underresearched teacher perception of this new policy measure. Drawing on ethnographic research procedures, this article explores how first-grade teachers in one state navigated a new high-stakes teacher evaluation system. Although the results indicate that teachers have a desire for accountability, findings also show a variety of beliefs on the validity of teacher evaluation, as well as differing applications of scoring measures across school contexts. 相似文献