全文获取类型
收费全文 | 341篇 |
免费 | 5篇 |
专业分类
教育 | 289篇 |
科学研究 | 11篇 |
各国文化 | 3篇 |
体育 | 6篇 |
文化理论 | 8篇 |
信息传播 | 29篇 |
出版年
2022年 | 3篇 |
2021年 | 1篇 |
2020年 | 6篇 |
2019年 | 11篇 |
2018年 | 14篇 |
2017年 | 11篇 |
2016年 | 12篇 |
2015年 | 6篇 |
2014年 | 13篇 |
2013年 | 60篇 |
2012年 | 6篇 |
2011年 | 6篇 |
2010年 | 12篇 |
2009年 | 2篇 |
2008年 | 5篇 |
2007年 | 8篇 |
2006年 | 9篇 |
2005年 | 9篇 |
2004年 | 8篇 |
2003年 | 9篇 |
2002年 | 9篇 |
2001年 | 7篇 |
2000年 | 7篇 |
1999年 | 12篇 |
1998年 | 4篇 |
1997年 | 8篇 |
1996年 | 9篇 |
1995年 | 7篇 |
1994年 | 7篇 |
1993年 | 6篇 |
1992年 | 7篇 |
1991年 | 4篇 |
1990年 | 5篇 |
1989年 | 5篇 |
1988年 | 1篇 |
1987年 | 6篇 |
1986年 | 1篇 |
1985年 | 6篇 |
1984年 | 2篇 |
1983年 | 5篇 |
1982年 | 5篇 |
1981年 | 2篇 |
1980年 | 1篇 |
1979年 | 3篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1972年 | 1篇 |
排序方式: 共有346条查询结果,搜索用时 20 毫秒
301.
Tobias Sheila Urry Meg Venkatesan Aparna 《Journal of Science Education and Technology》2002,11(4):321-323
Journal of Science Education and Technology - 相似文献
302.
Treagust David F. Qureshi Sheila S. Vishnumolakala Venkat Rao Ojeil Joseph Mocerino Mauro Southam Daniel C. 《Research in Science Education》2020,50(3):813-831
Research in Science Education - Educational reforms in Qatar have seen the implementation of inquiry-based learning and other student-centred pedagogies. However, there have been few efforts to... 相似文献
303.
Christopher Justice James Rice Wayne Warry Sue Inglis Stefania Miller Sheila Sammon 《Innovative Higher Education》2007,31(4):201-214
Our 5-year experiment with teaching and evaluating an inquiry course has led us to conclude that inquiry is a potent pedagogical tool in higher education, encouraging students to become self-directed and engaged learners. This article offers key ingredients and procedures for designing an inquiry-based course. It provides a pragmatic model of inquiry that describes the structure and function of such a course and the goals and learning objectives for students. This model of inquiry is widely applicable and will help faculty members from a variety of disciplines develop an innovative way of engaging and teaching students.
Christopher Justice, Ph.D., is an anthropologist and health social scientist, and is an associate of the Centre for Leadership in Learning.e-mail: justice@mcmaster.ca
James Rice, Ph.D., is Professor Emeritus in the School of Social Work.e-mail: ricejame@mcmaster.ca
Wayne Warry, Ph.D., is Associate Professor, Department of Anthropology. His interests include aboriginal issues, aboriginal health and health systems evaluation, and educational research.e-mail: warrywa@mcmaster.ca
Sue Inglis, Ph.D., is Professor in the Department of Kinesiology. Her interests include organizational behaviour and student inquiry.e-mail: ingliss@mcmaster.ca
Stefania Miller, Ph.D., is Associate Professor, Department of Political Science. Her interests include international human rights and democratization in post-communist systems.e-mail: millers@mcmaster.ca
Sheila Sammon, M.A., is Associate Professor, School of Social Work. Her interests include social work education and the integration of theory and practice.e-mail: sammon@mcmaster.ca 相似文献
304.
Sheila L. Cavanagh 《Discourse: Studies in the Cultural Politics of Education》2006,27(4):421-440
This paper examines the social construction of white, female, spinster teacher personality profiles in the first half of the 20th century. Focusing on the psychological, medical, and psychoanalytic literature, I provide an overview of how white unmarried female teacher personalities were understood in order to provide a historical context for present day queer and transgender identities in North American schools. I identify four main personality profiles of the female teacher in educational historiography which were informed by Freudian psychoanalysis: the masculinity complex; moral masochism; altruistic surrender; and the tyrannical disciplinarian. I conclude that spinster teacher personality profiles can be read as queer and gender-variant and that such readings shed light on gender and sexual regulation in education historiography. 相似文献
305.
306.
The article describes the genesis of, rationale for and running of the Parent Empowerment for Family Literacy Project (PEFaL), a European‐Union funded six‐nation family literacy initiative that took place between 2001 and 2004. Whilst a number of features of the project are typical of family literacy programmes, some aspects of PEFaL are identifiably distinctive. These include the multicultural, trans‐cultural and linguistic dimensions, and an innovative attempt to encourage parent and child participants to communicate with each other across countries by email and the Internet. These features and some of the project outcomes are discussed and prospects for follow‐on activities are examined. 相似文献
307.
308.
Ellen Boeren Alan Mackie Sheila Riddell 《International Journal of Lifelong Education》2020,39(1):119-131
ABSTRACT Until today, thousands of young adults still dropout of school with no or low qualifications and experience difficulties in entering the labour market. The European Commission offers funding and opportunities for young adults to enter employability enhancing training, often organised under its flagship initiative ‘The Youth Guarantee’. The aim of these programmes is to make young adults a work, training or educational offer within four months of their start into this initiative. In this paper, we critically explore the concept of employability and focus on the roles of both the young adults undergoing training interventions, but also of practitioners whose work is ideally embedded within the local context of the labour market and the economy. We were interested in the participation experiences by both groups to analyse the strengths and weaknesses of these programmes. Evidence from interviews demonstrated that learners and practitioners were generally satisfied with the interventions, although individualised support was preferred over group-based activities. Working with stakeholders was strongly recommended for this target group who tends to experience cumulative disadvantages. Long-term follow-up of participants’ destinations will provide better evidence on the effectiveness of these programmes. 相似文献
309.
The authors recognized a close similarity between practices used in online genealogy research and those common in online education. Uses of a popular online database service were examined within a peer instruction community dedicated to researching a family history topic. Three community subgroups were divided into leaders, who base their work on external sources, and followers who copy the leaders’ conclusions. The accuracy and error levels of the 21 family trees produced by these researchers were calculated in relation to data obtained from offline archives. The trees created in the online process all contained flawed details and invalid conclusions due to practices similar to those of massive open online courses. The inconsistent reliability of the online approaches is discussed in terms of the ‘fog’ that descends upon knowledge when facts are distorted by academic jargon, disciplinary trends, and institutional priorities, and which increases with its transmission to others by non-experts. 相似文献
310.
Richard A. Young Sheila K. Marshall José F. Domene Matthew Graham Corinne Logan Laura Templeton Anat Zaidman-Zait Ladislav Valach 《International Journal for Educational and Vocational Guidance》2007,7(3):149-158
A framework for understanding career transitions based on the joint processes and goals of those engaged in the transition and significant others in the person’s social network was used to study the transition to adulthood of youth aged 17–19 years and their families. Twenty parent-youth dyads participated in this study in which a transition project was identified and monitored for 6 months. Two cases are used to illustrate the characteristics of the motivated transition project at the levels of meaning, functional processes, and conscious and unconscious behaviour and structural support and resources. 相似文献