全文获取类型
收费全文 | 107篇 |
免费 | 0篇 |
专业分类
教育 | 99篇 |
科学研究 | 1篇 |
各国文化 | 1篇 |
文化理论 | 1篇 |
信息传播 | 5篇 |
出版年
2023年 | 2篇 |
2022年 | 2篇 |
2021年 | 2篇 |
2020年 | 1篇 |
2019年 | 4篇 |
2018年 | 3篇 |
2017年 | 9篇 |
2016年 | 5篇 |
2015年 | 3篇 |
2014年 | 7篇 |
2013年 | 18篇 |
2012年 | 5篇 |
2011年 | 2篇 |
2010年 | 2篇 |
2009年 | 5篇 |
2008年 | 4篇 |
2007年 | 4篇 |
2006年 | 1篇 |
2005年 | 2篇 |
2004年 | 3篇 |
2003年 | 4篇 |
2002年 | 1篇 |
2001年 | 4篇 |
2000年 | 2篇 |
1999年 | 3篇 |
1998年 | 2篇 |
1995年 | 2篇 |
1994年 | 1篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1981年 | 1篇 |
1975年 | 1篇 |
排序方式: 共有107条查询结果,搜索用时 15 毫秒
101.
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
102.
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
103.
104.
Higher Education - University teachers’ practices of resistance against dominant epistemological norms have been described in recent critical higher education literature, but comparatively... 相似文献
105.
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
106.
Vivienne Baumfield 《British Educational Research Journal》2023,49(3):427-438
As we approach the fiftieth anniversary of the founding of the British Educational Research Association (BERA), Vivienne Baumfield's inaugural presidential address reflects on who we are, how we got here and where we are going. On one level the answer to these questions is straightforward. BERA is a learned society established in 1974 to support educational research by building capacity, advancing quality and promoting engagement with a strategic plan identifying priority activities over the next 5 years. So far, so good, but does this tell us what we need to know? Delivered at the BERA Conference 2022, the address explores through these questions some implications of belonging to BERA as a ‘learned society’ in the twenty-first century. 相似文献
107.
Helen Foster-Collins Karen Mattick Vivienne Baumfield 《British Educational Research Journal》2023,49(5):1005-1043
Doctors and teachers in their first year of practice face steep learning curves and increased stress, which can induce poor mental health, burnout and attrition. Informal workplace support from colleagues can help smooth transitions and aid professional development. A three-phase comparative research design was used to explore who provides informal workplace support to early-career professionals, types of support and influencing factors. Phase 1 was a systematic secondary analysis of interviews and audio diaries from 52 UK doctors in their first year of foundation training (F1s). Phase 2 involved new narrative interviews with 11 newly qualified teachers (NQTs) from English secondary schools. Phase 3 was a comparative analysis to produce a model of workplace support. Given barriers to accessing senior doctors, F1 doctors drew upon nurses, pharmacists, microbiologists, peers/near-peers and allied healthcare professionals for support. NQTs gained support from allocated mentors and seniors within subject departments, as well as teaching assistants, allied support staff and wider professional networks. Support types for both professions included information and advice on practice, orientation to local settings, collaborative development activities, observation and feedback, and socioemotional support. Influencing factors included variable departmental cultures, limited opportunities for informal contact, sometimes negative inter-group perceptions and the agentic responses of novices. The resulting workplace model of support could underpin future research and evaluations of support in similar ‘hot-action’ environments. In medicine and teaching, greater utilisation of near-peers and allied staff, improved role understanding and communication, increased informal contact and sharing successful strategies across professions could enhance supportive relationships. 相似文献