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71.
Sex and Relationship Education (SRE) in England has been the focus of critical scrutiny on several occasions, but there has been little attention paid to how teachers formulate their provision, especially given their crucial role in determining what is taught in the classroom. While current policy suggests that provision should be inclusive of sexual diversity, it simultaneously gives educators the scope to determine the form this takes. This is an important issue given the substantial impact that teachers’ views and discourses have on what is taught. Using a discourse analytical framework, this study sought to examine how teachers of SRE formulate and account for their provision, with a particular focus on how their assumptions about young people’s sexual health needs underpin their actions. Initially, teachers sought to formulate their activities in terms of an overall ethos, providing legitimacy for the key elements of their programme being aligned with official government health promotion strategy, as opposed to other areas such as pleasure and diversity. This was supported by their constructions of young people, particularly young women and individuals from ‘at risk’ communities, as being particularly vulnerable. 相似文献
72.
Sonja Steier 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,3(2):553-573
THE WAY TO EUROPE: EDUCATION REFORM IN CENTRAL AND EASTERN EUROPE – Since embarking for the European Union in 1989, the countries
of Central and Eastern Europe have been reorganising and restructuring their educational systems. In doing so, they have not
only departed from the Soviet-style education model, but also recognised that education constitutes a key issue in competition.
Despite some economic problems, the education reforms in these countries have been regarded as part of a major effort at integrating
themselves into the European sphere of knowledge. Many of the efforts and measures in education policy envisaged and carried
out since the systemic change occurred have led not only to revitalizing national educational heritages, but also to the independent
adoption of other European and international trends and topics in educational discourse. Thereby, these states have proved
to be considerably more innovative and flexible than the “older” members of the EU. The prospect of being taken up into the
EU has probably helped accelerate the entire process. The present study focuses on some key overarching developments in the
educational landscape of states in Central and Eastern Europe, even as it is apparent that these are proceeding along different
paths at different speeds. 相似文献
73.
74.
Dimitrijević Sonja Devedžić Vladan 《Educational technology research and development : ETR & D》2021,69(2):627-654
Educational technology research and development - Identifying and understanding factors influencing the adoption of a specific technology in various educational settings is critical for maximizing... 相似文献
75.
76.
77.
Sonja Laine 《High Ability Studies》2010,21(1):63-76
The purpose of this paper is to present the results of research in which the Finnish public discussion of giftedness and gifted children, and conceptions of giftedness and gifted children presented in it, were examined. The research was conducted by analyzing articles from the Finnish newspaper Helsingin Sanomat and the teachers’ periodical Opettaja, using the content analysis method. The results show that giftedness is seen as multidimensional, and both intrapersonal and environmental contributions are recognized as essential in talent development. The conceptions of gifted children were quite diverse, and gifted children’s possible problems were frequently discussed. Moreover, misunderstandings were revealed as well as areas that have not been adequately addressed. 相似文献
78.
This paper reports on a study of the practices of a cohort of traditionally appointed teacher educators with the responsibility for facilitating teacher learning and learning teaching. The approach used in this investigation involved a practice-to-theory field experience (PTE), a reflective paper analyzing the PTE, and a shared set of readings on pedagogy for facilitating teacher learning and learning teaching with the PTE as context. The participants in this study were 21 students enrolled in an education doctorate program at a Research I university in the Western United States. The findings from the study revealed that the number of years of experience as a teacher educator was not related to competence or effectiveness. Further, it was found that the combined processes of documenting practice, writing a reflective paper, and engaging in focused dialog with peers based on a shared set of readings, and incorporating the PTE as context enabled participants to think critically and co-construct deep knowledge and understanding of the role of the teacher educator and practices for facilitating teacher learning and learning teaching. 相似文献
79.
Sonja van Putten Gerrit Stols Sarah Howie 《Journal of Mathematics Teacher Education》2014,17(4):369-392
In this case study, the professional mathematics teacher identity (PMTI) of final year mathematics education students is investigated in terms of their self-perceived and actualised identity. These prospective teachers were required to discuss and describe their own PMTI in terms of three aspects: mathematics specialisation, teaching-and-learning specialisation, and caring. Subsequently, they were observed in the classroom, where the actualisation of their PMTI was considered in terms of the same three. The participants’ perceptions of their own PMTI and the actualisation of that PMTI in the classroom were found not to be congruent. While their self-perceptions regarding their prowess as Mathematics Specialists were accurate, since this is concretely tested as part of their studies, their self-perceptions as teaching-and-learning specialists and particularly as Carers, were not verifiable in their classroom practice. Espoused theory, theory that the individual perceives as true and valid, and which may thus be seen as intrinsic to their PMTI’s, is not necessarily enacted. 相似文献
80.
Sonja Kosunen 《教育政策杂志》2014,29(4):443-466
Differences in reputation between schools and in classes within schools shape parental choice in the Finnish urban context, even if the differences in school performance and the risks of making a ‘bad’ choice are relatively small. This study analyses the instrumental and expressive orders of schools in a specific educational context. Two overlapping local school choice spaces emerge: the local space of school catchment areas, and the selective space of the city in interaction with neighbouring cities. Entry into the selective space requires different forms of parental capital, and may reproduce educational and social distinctions. Institutions that provide less future exchange value according to the parental conceptions, with socially and ethnically mixed student populations and low expectations of pupils’ contentment are seen to be worth avoiding. The discussion on the choice between ‘good’ and ‘bad’ schools seems to be superficial and to conceal certain educational reproduction processes, which do not officially exist in the Finnish education system. Choosing between classes (general and classes with special emphasis) within a school also works as a distinction strategy. 相似文献