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41.
Employability skills in mainstream education: Innovations in schooling and institutional isomorphism
In England, the Studio Schools model, focused on developing employability skills in young people, represents a disruptive attempt at educational innovation. Through a documentary analysis of foundational documents, interviews with the model’s architects and case studies of five Studio Schools, we map the tensions between theoretical conceptualisations of the model and the messy realities of implementing it. We found that the schools faced a wide range of challenges related particularly to local inter-school competition, centralised accountability measures and structural assumptions about the ‘gold educational standard’. When facing these challenges, the course of least resistance for the schools was an iterative abandonment of the distinctive aspects of the Studio Schools model and a move back towards mainstream approaches to schooling. This process of institutional homogenisation is discussed through the lens of neo-institutional theory, with the challenges schools faced and their trajectories framed in terms of coercive, mimetic and normative isomorphism. We argue that the use of isomorphism as a heuristic device provides important insight into the process of educational innovation in an educational system that combines competition and the risk of market failure with coercive accountability measures and embedded assumptions about the ‘gold standard’ schooling pathway. 相似文献
42.
Sue Robson 《International Journal of Early Years Education》2010,18(3):227-241
This paper looks at ways in which a group of children aged three–four years exhibited evidence of self-regulation and metacognition. Videotaped episodes of children's activities and audiotaped dialogues between children and practitioners about the activities were analysed using an observational framework. The data here show children of three and four displaying extensive evidence of metacognitive and self-regulatory behaviour, with similar mean levels of frequency across both activities and dialogues. However, whilst the majority of evidence from the activities was of metacognitive regulation and skilfulness, that from the dialogues showed more evidence of metacognitive knowledge. It is also suggested that different social contexts may influence children's opportunities to develop and display self-regulation. The use of video data and opportunities for young children to reflect on their activities are suggested as valuable tools for research and pedagogical purposes, and as an effective means of eliciting young children's perspectives on their lives. 相似文献
43.
This account of practice describes the introduction of an accredited postgraduate management qualification which used action learning as a major contribution to a blended learning approach in a fragile cross-border setting on the edge of Europe. Conventional management education has frequently been challenged on the grounds of relevance, efficacy and value. In this case, action learning was combined with other blended learning approaches over a two-year period resulting in both excellent academic performance and student satisfaction results. Student completion and progression rates were exceptional and returns to the programme sponsors and the employing organisations were high. Programme participants gained an academic qualification and through action learning also gained added value through their own personal development; became more capable as independent learners and experienced enhanced social capital within their professional community. 相似文献
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Laura Colucci‐Gray Sharmistha Das Donald Gray Dean Robson Jennifer Spratt 《British Educational Research Journal》2013,39(1):126-147
This study was conceived as an opportunity to reflect on the place of action‐research in the contested landscape of educational change in the UK where increasing emphasis has been put on the use of evidence to drive reform. In the context of a government‐sponsored project in Scotland, this study looked at the impact of a scholarship initiative supporting classroom teachers to undertake action‐research projects on a topic of their own choice with the assistance of a mentor. Data collected from interviews with teachers and analysis of teacher action‐research reports pointed to a multi‐faceted concept of practice unfolding from individual inquiry and dialogical conversations with colleagues and university mentors. The study argues for further analysis of the use of action‐research as a means to develop teachers’ knowledge and to recover the value of collective and creative engagements in education to guide reform. 相似文献
46.
Robby Robson 《Interactive Learning Environments》2013,21(3):207-218
As more and more on-line resources are becoming available, finding ones suitable for specific educational purposes is becoming increasingly difficult. Not only must the subject matter be appropriate and the content be accurate, but the resources must also match the educational level and background of the user. Once a suitable Web site, graphic, applet, or other resource has been located, additional problems must be faced if it is to be integrated into a learning environment. There might be software incompatibilities, legal issues, and questions concerning how it will interface with other components. This article offers a non-technical introduction and overview of metadata, an important and fascinating part of the solution to these problems. It gives the definition and examples of metadata, shows how metadata can help non-experts search for on-line resources, and explains how metadata can assist in the use and re-use of on-line pedagogic materials. It ends with a discussion of learning object metadata, the IEEE Learning Technology Standards Committee standard that has recently been accepted by the major pedagogic metadata efforts. 相似文献
47.
N.C. Bishop A.K. Blannin P.J. Robson N.P. Walsh M. Gleeson 《Journal of sports sciences》2013,31(10):787-796
The aim of this study was to determine the effect of carbohydrate (CHO) versus placebo (PLA) beverage consumption on the immune and plasma cortisol responses to a soccer-specific exercise protocol in 8 university team soccer players. In a randomized, counterbalanced design, the players received carbohydrate or placebo beverages before, during and after two 90min soccer-specific exercise bouts (3 days apart) designed to mimic the activities performed and the distance covered in a typical soccer match. Blood and saliva samples were collected before, during and after the exercise protocol. Plasma lactate concentration increased to ~4 mmol.l-1 at 45 and 90 min of exercise in both treatments (P? 0.01). Plasma glucose concentration was significantly lower after 90 min of exercise with ingestion of the placebo than the carbohydrate (PLA: 4.57 +/- 0.12 mmol.l-1; CHO: 5.49 +/- 0.11 mmol.l-1; P? 0.01). The pattern of change in plasma cortisol, circulating lymphocyte count and saliva immunoglobulin A secretion did not differ between the carbohydrate and placebo trials. Blood neutrophil counts were 14% higher 1 h after the placebo trial than the carbohydrate trial (PLA: 4.8 =/- 0.5 x 10 9 cells.l-1; CHO:4.2 +/- 0.5 x 10 9 cells.l-1; P=0.06),but the treatment had no effect on the degranulation response of blood neutrophils stimulated by bacterial lipopolysaccharide. We conclude that, although previous studies have shown that carbohydrate feeding is effective in attenuating immune responses to prolonged continuous strenuous exercise, the same cannot be said for a soccer-specific intermittent exercise protocol. When overall exercise intensity is moderate,and changes in plasma glucose, cortisol and immune variables are relatively small, it would appear that carbohydrate ingestion has only a minimal influence on the immune response to exercise. 相似文献
48.
The effects of high-intensity intermittent exercise on saliva IgA, total protein and alpha-amylase 总被引:3,自引:0,他引:3
Walsh NP Blannin AK Clark AM Cook L Robson PJ Gleeson M 《Journal of sports sciences》1999,17(2):129-134
The aim of this study was to assess the effect of an acute bout of high-intensity intermittent exercise on saliva IgA concentration and alpha-amylase activity, since this type of training is commonly incorporated into the training programmes of endurance athletes and games players. Eight well-trained male games players took part in the study. They reported to the laboratory after an overnight fast and performed a 60-min cycle exercise task consisting of twenty 1-min periods at 100% VO2max, each separated by 2 min recovery at 30% VO2max. Unstimulated whole saliva was collected over a 5-min period into pre-weighed tubes and analysed for total protein, saliva IgA and alpha-amylase. The saliva flow rate ranged from 0.08 to 1.40 ml x min(-1) at rest and was not significantly affected by the exercise. The performance of the intermittent exercise bout did not affect the saliva IgA concentration, but caused a five-fold increase in alpha-amylase activity (P<0.01 compared with pre-exercise) and a three-fold increase in total protein concentration (P<0.01). These returned to pre-exercise values within 2.5 h post-exercise. It has been suggested that IgA concentration should be expressed as the ratio to total protein concentration, to correct for any concentrating effect due to evaporative loss of saliva water when breathing through the mouth (as in strenuous exercise). The present study clearly demonstrates that this is not appropriate, since there is an increase in salivary protein secretion rate immediately after exercise (571+/-77 microg x min(-1) compared with 218+/-71 microg x min(-1) pre-exercise; P<0.05). The increased saliva alpha-amylase activity after exercise may improve the protective effect of saliva, since this enzyme is known to inhibit bacterial attachment to oral surfaces. The saliva alpha-amylase secretion rate was lower immediately pre-exercise than at any other instant, which may have been due to anticipatory psychological stress, although the subjects were all familiar with interval exercise. This emphasizes the need for true resting non-stressed control conditions in future studies of the effects of exercise on saliva constituents. 相似文献
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