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111.
Plagiarism is a concept that is difficult to define. Although most higher education institutions have policies aimed at minimising and addressing student plagiarism, little research has examined the ways in which plagiarism is discursively constructed in university policy documents, or the connections and disconnections between institutional and student understandings of plagiarism in higher education. This article reports on a study that explored students’ understandings of plagiarism in relation to institutional plagiarism discourses at a New Zealand university. The qualitative study involved interviews with 21 undergraduate students, and analysis of University plagiarism policy documents. The University policy documents revealed moral and regulatory discourses. In the interviews, students predominantly drew on ethico-legal discourses, which reflected the discourses in the policy documents. However, the students also drew on (un)fairness discourses, confusion discourses, and, to a lesser extent, learning discourses. Notably, learning discourses were absent in the University policy. Our findings revealed tensions between the ways plagiarism was framed in institutional policy documents, and students’ understandings of plagiarism and academic writing. We suggest that, in order to support students’ acquisition of academic writing skills, plagiarism should be framed in relation to ‘learning to write’, rather than as a moral issue. 相似文献
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Linda Fuselier Perri K. Eason J. Kasi Jackson Sarah Spaulding 《Science & Education》2018,27(5-6):479-499
Textbooks provide a rich site within which to investigate how members of a scientific discipline choose to represent their research to general audiences. We used critical contextual empiricism as a framework for interrogating how a scientific community is depicted via images in evolution textbook chapters on sexual selection. Textbooks that exhibit science within the tenets of critical contextual empiricism will depict uptake of disciplinary change and acknowledge the inseparability of the social and rational aspects of scientific knowledge construction. Sexual selection is an exemplary arena for this work because the field has undergone substantial change in the past few decades that has been driven by critique from within and among disciplines. We used quantitative methods and content analysis to examine images from the textbook editions and from a time series of editions to examine the portrayal of updated understandings of sexual selection. We found that most textbook images did not reflect the shift happening in the scientific community. Images highlighted primarily the classic view of sexual selection focused on males. Examples typical of a more realistic, complicated understanding received little attention even though the scientific literature on these topics appeared decades before these textbooks were published. Images of males were more common than images of females, females were depicted for fewer concepts than males, and images of males and females reinforced stereotypical sex roles. This study highlights an opportunity for acknowledging the inseparability of the social and the rational in scientific knowledge construction. 相似文献
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Karen Nairn Vivienne Anderson Keely Blanch 《Discourse: Studies in the Cultural Politics of Education》2018,39(1):41-52
We argue that Garrett and Segall’s concepts of ‘doing school’ and ‘pushing back’ are valuable tools for analysing pre-service teachers’ political views of neoliberal education reforms such as the introduction of charter schools. We extend Garrett and Segall’s conceptualization by hybridizing ‘doing school’ and ‘pushing back’ in order to move beyond a simplistic celebration of student resistance, which often overlooks forms of resistance that are compliant with the status quo, in this case the neoliberal status quo. We analyse participants’ political views as they emerged in a debate about charter schools in New Zealand. Garrett and Segall’s concepts, in conjunction with poststructuralist theories of subjectivity, are deployed as analytical tools for understanding the complexity of students’ political subjectivities in a debate conducted on a Facebook page set up for that purpose. 相似文献
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OBJECTIVE: The purpose of this study was to explore which of 17 categories of child maltreatment South Africans evaluated as most serious and to determine if those working with abuse and neglect evaluated abuse and neglect differently from those who did not. METHOD: A revised version of Giovannoni and Becerra's [Giovannoni, J., & Becerra, R. (1979). Defining child abuse. New York: The Free Press] questionnaire exploring the definition of abuse and neglect was completed by 181 residents of Cape Town, South Africa. The new form had 17 categories of child maltreatment, including 4 categories of societal abuse. Respondents were social workers (n = 57), human service workers (n = 42), laypersons (n = 65), and members of the child protection unit of the South African Police (n = 18). ANOVA was used to compare the groups' responses. When significant differences among groups were found, a Bonferroni post hoc test was run to determine differences between groups. RESULTS: The respondents ranked sexual abuse and child prostitution as most serious and housing and child labor as least serious of the 17 categories. There was a significant difference (p < or = .01) between groups on nine categories. When post hoc tests were run, differences were found for eight categories with laypersons generally evaluating categories as significantly more serious than social workers. CONCLUSIONS: Reasons for the order of the rankings are discussed, but concern remains that differences in the evaluation of child maltreatment will lead to difficulty in implementing a protocol for identifying and responding to incidents of abuse and neglect. 相似文献
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Vivienne Collinson 《The Educational forum》2013,77(2):124-132
The world in which educational leaders operate is changing—from one dominated by national interests to one of a global community. In this transition, schools must prepare the present generation of young people to participate as active citizens of the global community, rather than as spectators or tourists. Schools face major challenges as they prepare their charges for a world which requires (a) agreements among nations to share in managing the earth's fragile ecology; (b) sharing ideas on human, cultural, and economic capital and on manufacturing and medical technologies to improve the quality of life for all people; and (c) guarantees of global peace and security. Schools need to target their curriculum toward preparing youngsters with the desperately needed understandings, perspectives, and skills this global transition will demand. A different kind of school leader will be required—a multidimensional leader that understands the various dimensions of the learning tasks which schools must cultivate. In turn, these leaders must have a moral vision of what is required of them and of the whole community. A moral vision of taking proactive responsibility for making this kind of learning a reality is required. 相似文献
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Nicola J. Yelland Leung Wai Man Vivienne 《Early Years: An International Journal of Research and Development》2018,38(1):102-117
In this paper we outline the provision of pre-primary education in the Hong Kong SAR and discuss how the educational reform initiatives of 2000 (Learning to Learn) and global imperatives provided the impetus to reshape a new educational approach to early childhood education. We use the example of a half-day pre-primary (kindergarten) programme to illustrate the ways in which policy and guidelines are enacted and how they appear to reflect all the attributes of the reform movement that have adopted contemporary ideas from the international educational arena. We highlight the interpretations and enactments of these new educational imperatives in a system that has a long history of different cultural pedagogical traditions that often do not resonate with western pedagogical approaches. 相似文献