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51.
An external change agent (ECA) was recently employed in three Queensland schools to align the school curriculum with the requirements
of the state’s high stakes test known as the Queensland Core Skills test (QCS). This paper reports on the teachers’ perceptions
of a change process led by an ECA. With the ever-increasing implementation of high stakes testing in Australian schools, teachers
are under mounting pressure to produce ‘results’. Therefore, in order to maximise their students’ success in these tests,
schools are altering their curricula to incorporate the test requirements. Rather than the traditional method of managing
such curriculum change processes internally, there is a growing trend for principals to source external expertise in the form
of ECAs. Although some academics, teachers, and much of the relevant literature, would regard such a practice as problematic,
this study found that in fact, teachers were quite open to externally led curriculum change, especially if they perceived
the leader to be knowledgeable and creditable in this area. 相似文献
52.
53.
The teacher as reflexive professional: making visible the excluded discourse in teacher standards 总被引:1,自引:0,他引:1
In the current climate of accountability, political manoeuvring, changing curriculum, increasingly diverse student cohorts and community expectations, teachers, more than ever, need to develop the skills and abilities to be reflective and reflexive practitioners. This study examines national teacher professional standards from Australia and the UK to identify the extent to which reflexivity is embedded in key policy documents that are intended to guide the work of teachers in those countries. Using Margaret Archer's theories of reflexivity and morphogenesis, and methods of critical discourse analysis, we argue that these blueprints for teachers’ work exclude reflexivity as an essential and overarching discourse of teacher professionalism. 相似文献
54.
Using a sample of college students (N = 301), this study examined students' attributions about and explanations for teachers' expressions of anger in the classroom. These displays of anger were evaluated based on the extent to which they were aggressive (e.g., Distributive or Passive) or assertive (e.g., Integrative). Consistent with the fundamental attribution error, students assigned internal attributions to teachers who used Distributive Aggression (e.g., yell and scream) and Passive‐Aggression (e.g., show anger with cold looks) to a greater extent than teachers who were Assertive (i.e., calmly discuss the problem with the students). When students were asked to identify why they thought their teacher was angry, the overwhelming majority of reasons involved student‐related problems. In fact, the most frequently cited reason was Student Misbehaviors followed by Lack of Student Effort. Surprisingly, students acknowledge that something they did triggered the teacher's display of anger; however, consistent with fundamental attribution error, students still attributed the teacher's expression of anger to internal causes. The implications of these findings for negative emotional expressions in the instructional context in particular and for teacher‐student relationships in general are discussed. 相似文献
55.
Sarah McPherson 《Early Childhood Education Journal》2009,37(3):229-236
This paper describes a web-based collaborative project called A Dance with the Butterflies that applied the brain-based research of the Center for Applied Special Technologies (CAST) and principles of Universal Design
for Learning (UDL) to Pre-K-4 science curriculum. Learning experiences were designed for students to invoke the Recognition,
Strategic, and Affective neural networks for learning identified in the CAST research. Instruction was based on the Science
Education content standard that all students should develop an understanding of the characteristics, life cycles, and environments
of living organisms. Teachers designed interdisciplinary projects for students with the metamorphosis of the butterfly as
the theme the unit. Participants from nine states and four countries learned about UDL to transform teaching and to collaborate
through a blog that supported their learning. They shared new technology applications for use in their projects. The learning
that occurred and the excitement to use technology for learning clearly demonstrate the power of the UDL framework for increasing
engagement and understanding by all learners. 相似文献
56.
A method for uncovering students’ thinking about thinking, specifically their meta-strategic knowledge, is explored within
the context of an ongoing, multi-year intervention designed to promote the development of students’ thinking dispositions.
The development of a concept-map instrument that classroom teachers can use and an analytic framework for interpreting students’
responses is presented. In a preliminary study, the concept map instrument is piloted to evaluate changes in students’ conceptions
of thinking after a year’s participation in classrooms where their teachers actively sought to make thinking more visible
by noticing and naming the thinking observed as well as introducing and using thinking routines (Ritchhart and Perkins. Educational
Leadership, 65(5), 57–61 2008). Concept maps from 239 students from grades 3 through 11 were analyzed. Results suggest that students’ conceptions of thinking
do improve with age but also can be substantially developed through a classroom culture where thinking is modeled and rich
opportunities for thinking are present. The concept map instrument itself proved to be a robust instrument for uncovering
students’ thinking about thinking. 相似文献
57.
Karen Watkins Terri Lewinson Brittany Garner Larance D. Carter Lindsay Greenwald 《Journal of Teaching in Social Work》2018,38(2):214-234
ABSTRACTSocial work educators are challenged to adopt innovative instructional methods and pedagogies to prepare students to meet the contemporary needs of diverse client populations. A team-based learning (TBL) approach is a pedagogical strategy that utilizes cooperative and collaborative learning principles to inspire academic, professional, and interpersonal growth for students. This study explores perspectives of 93 undergraduate social work students regarding the benefits and challenges of using a TBL approach to research adult development. Despite identifying several benefits of this method, including in-depth learning and enhanced relationships, students also experienced significant challenges to working in teams. 相似文献
58.
59.
Serial naming speed and its association with reading ability was examined in a longitudinal investigation. Participants were 68 children aged between 4.0 and 4.5 years when the study began and between 5.0 and 5.5 years when the study ended. Serial naming speed was measured at three equidistant time points over the 12‐month period as children progressed from a pre‐literate to early‐literate stage. Children's responses were digitally recorded to computer to enable analysis of the sound files. During analysis, the articulation time for each word and the length of each pause between the spoken words were measured independently. At the end of the study, children's word‐level reading ability was measured. Results suggest that children aged 4.0 to 5.5 years show wide variability in serial naming speed that is predominately attributable to the length of the pauses between the articulated words. There appears to be a developmental association between the duration of the pauses and word‐level reading ability. 相似文献
60.
This paper discusses the formation, character and contradictions of social partnerships. We report on a specific initiative,
the Local Learning and Employment Networks (LLEN) established by the Victorian Government in Australia in 2001, documenting
the nature of this initiative and how it is playing out. We draw attention to some of the tensions that exist between different
agencies, including different agencies within government. Through this detailed case study it is possible to identify parallels
between LLEN and other social partnership initiatives developing in other parts of the world. This process of situating a
specific Australian partnership within the wider trend to social partnerships permits a more contextualised analysis. It shows
the way social partnerships are developing as a consequence of education reform shaped by neo-liberal governance and various
patterns of compliance and resistance to this political rationality. 相似文献