全文获取类型
收费全文 | 102篇 |
免费 | 7篇 |
专业分类
教育 | 90篇 |
各国文化 | 2篇 |
体育 | 7篇 |
文化理论 | 1篇 |
信息传播 | 9篇 |
出版年
2023年 | 2篇 |
2022年 | 1篇 |
2021年 | 2篇 |
2020年 | 2篇 |
2019年 | 2篇 |
2018年 | 6篇 |
2017年 | 9篇 |
2016年 | 10篇 |
2015年 | 3篇 |
2014年 | 4篇 |
2013年 | 30篇 |
2012年 | 7篇 |
2011年 | 1篇 |
2010年 | 5篇 |
2009年 | 2篇 |
2008年 | 3篇 |
2006年 | 5篇 |
2005年 | 4篇 |
2002年 | 1篇 |
2001年 | 1篇 |
2000年 | 1篇 |
1999年 | 3篇 |
1998年 | 1篇 |
1993年 | 1篇 |
1987年 | 1篇 |
1981年 | 1篇 |
1980年 | 1篇 |
排序方式: 共有109条查询结果,搜索用时 15 毫秒
91.
Catherine J. Groves 《Action Learning: Research and Practice》2016,13(2):160-167
This account of practice describes the journey of an ‘accidental academic’ through the Doctoral programme in Business Administration (DBA). It reflects on her experience of action learning and lessons learned to better embed action learning in future DBA teaching and assessment. The account is told from the perspective of a mature student straddling business and academic interests. DBA students represent a mature cohort with significant business experience and responsibility. As such, they have an implicit understanding of action learning. Action learning for these individuals should be re-activated rather than re-learned for their doctoral studies. Suggestions are made for improving the utility of action learning for DBA students and their willing engagement in the action learning process. 相似文献
92.
David Geelan Penny J. Gilmer Sonya N. Martin 《Cultural Studies of Science Education》2006,1(4):721-744
This forum discussion focuses on seven themes drawn from Sonya’s fascinating paper: the terminology of “cogenerative dialogues,”
the roles of participants and their power relations within such dialogues, the use of metaphor and analogy in the paper, science
and science education for all students, the ways in which students’ expectations about learning change in innovative classrooms,
teacher research and the “theory-practice gap,” and the tension between conducting cogenerative dialogues with individual
students or with whole classes. These themes by no means exhaust the ideas in Sonya’s paper, but we feel that they have allowed
us to explore the classroom research she reports, and to extend our discussion beyond the paper to explore some of these themes
more broadly. 相似文献
93.
Sonya D. Hayes 《Mentoring & Tutoring: Partnership in Learning》2019,27(2):190-212
Mentoring is an established method of supporting principals as they begin their careers; however, early studies focus on how a veteran principal supports a novice principal in acquiring the skills to manage the school. As the role of a principal has evolved from a building manager to a leader of learning, the role of mentoring has also evolved. The purpose of this study was to explore the mentoring experiences of novice principals and their mentors in a school district’s mentoring program, and how developmental mentoring relationships support novice principals to be leaders of learning. The ?ndings suggest that a strong mentoring relationship can support a novice principal in developing skills to be a leader of learning by clarifying the mentor’s role as a leader of learning, focusing mentoring sessions to build the mentee’s capacity as a leader of learning, and a commitment to mentoring sessions that support teaching and learning. 相似文献
94.
Stefinee Pinnegar Jessica MangelsonMeredith Reed Shaina Groves 《Teaching and Teacher Education》2011,27(3):639-647
This study explores how entering female preservice teachers position themselves-the plotlines, obligations, responsibilities and duties they are prepared to enact, the expectations they hold for students, and the implications these have for teacher education. Using positioning theory, the authors analyze application letters of 20 elementary preservice teachers to uncover metaphor plotlines for teaching. Preservice teachers’ application letters contained 12 metaphor plotlines presented here in terms of the definition, the role of teacher and the role of student. The paper explores implications for the content of teacher education, development as a teacher, and the ability to engage students. 相似文献
95.
96.
97.
The summed scores of the WISC-R dyad, Vocabulary and Block Design, were cross-tabulated with full scale WISC-R scores for 249 children referred to a gifted program. The initial results indicated that the Vocabulary-Block Design dyad could be a useful tool in predicting full scale IQ for some children and thus leave time available for other types of assessment of students. 相似文献
98.
Eun-Jeong Han Paula Groves Price 《Journal of International and Intercultural Communication》2018,11(1):21-41
Utilizing Orbe’s co-cultural theory and Bourdieu’s theories of capital, this study examines the lived experiences and the communicative interactions employed by members of seven multicultural families in South Korea. Findings show the intertwined roles of economic capital, social capital, cultural capital and symbolic capital with co-cultural communication orientations, when interacting with members of the majority group. Particularly, findings reveal differences between Korean husbands and immigrant wives. For Korean husbands, economic and social capital are the most critical influential factors in their choices of communication orientations, while for immigrant wives, cultural and symbolic capital are most significant. Additionally, contrary to previous research, Confucianism and patriarchy played key roles in the marginalization of Korean men in multicultural families and influenced their co-cultural communication orientations. 相似文献
99.
Sport-development programmes provide opportunities for Aboriginal and Torres Strait Islander youth to excel and overcome social inequities. In Australia, all levels of government have identified sport-development programmes in their policy responses as a method to redress inequity amongst this population. Yet, a recent report has shown that national sport organisations have been more reactive in establishing anti-discrimination policy and less proactive in cultivating culturally inclusive programmes and meaningful sporting experiences (Human Rights and Equal Opportunity Commission, 2007). At the same time, neo-liberal approaches to policy in Australia have seen the emphasis on grassroots community sport-development shift to third-sector organisations. However, little research has examined how the third-sector organisations operate with Aboriginal and Torres Strait Islander communities and how culturally inclusive the programmes they deliver are for the communities in which they operate. Three case studies with the objectives of analysing organisational approaches to: structure and governance; sport-development philosophies; and cultural inclusiveness of the programmes, are presented here. The case studies were informed by the cultural lens of Ganma, a theory belonging to the Yolngu community of Yirrkala (Marika, Ngurruwutthun, & White, 1992). The case study method included in-depth interviews with programme leaders, reviews of management information systems and programme observation. The findings provided evidence of the importance of culturally inclusive programmes through governance and an informal lived approach to philosophy and culture. The implications for sports management are discussed, including: the benefits of involving Aboriginal and Torres Strait Islander people at the board level; the need for collaboration between local communities and partners; the explicit need to empower local communities to develop the skills to sustain programmes and outcomes; and the maintenance of mutually beneficial interactions. 相似文献
100.
Environmental issues are an important topic both in national news, and in science education. Previous studies revealed that students hold many misconceptions relating to such issues as global warming, ozone depletion, and acid rain. This article expands on earlier work by Boyes et al. to examine pre-service teachers' views about these issues, especially global warming and the related term, the greenhouse effect, and the effect of their views on elementary student performance. Results support the findings of Boyes et al. that elementary education majors hold many misconceptions about these environmental issues, and these can effect their teaching of these topics in elementary classes. 相似文献