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 0 毫秒
31.
Educational Assessment, Evaluation and Accountability - 相似文献
32.
Higher Education - Internationalisation and forced migration are rarely thought about as related phenomena in higher education (HE) literature. Internationalisation is associated with movement,... 相似文献
33.
Vivienne Bozalek Veronica Mitchell Arona Dison Melanie Alperstein 《Teaching in Higher Education》2016,21(7):825-838
With regard to improving higher education feedback practices, there is an increasing interest in using the efficacy of dialogue rather than the more traditional unidirectional approaches. We build on this impetus by considering how the ethics of care can be used to analyse the dialogical aspects of feedback. By diffractively reading insights of Boud and Molloy [2013a. “What is the Problem with Feedback?” In Feedback in Higher and Professional Education: Understanding it and Doing it Well, edited by D. Boud, and E. Molloy, 1–10. London: Routledge; Boud, D., and E. Molloy. 2013b. “Rethinking Models of Feedback for Learning: The Challenge of Design.” Assessment &; Evaluation in Higher Education 38 (6): 698–712] on dialogic feedback through the moral elements of care ethics, this paper proposes a novel way of discerning the extent to which the dialogical giving and receiving of feedback contributes to learning. To illustrate this, we draw on experiences from an Emerging Technologies professional development course for higher educators. We examine our own dialogical interactions of giving and receiving feedback using the moral elements of care ethics – attentiveness, responsibility, competence, responsiveness and trust, to provide a concrete example of how the ethics of care can be used productively for evaluating feedback practices. 相似文献
34.
Communities need to engage in initiatives that tackle environmental sustainability issues. However, the lessons communities learn from these initiatives may go far beyond the initial local project. This article presents findings from an empirical study investigating the experiences of 38 residents who began participating in on-site composting in their apartment buildings. It was found that resident learnings extended beyond composting. Free-choice learning outcomes varied by the composting method and educational approach. For some residents, participation resulted in a greater awareness of food waste produced. For others, their involvement in on-site composting inspired a greater sense of community, a deepened connection with nature, and a desire to grow green spaces and create positive global change toward sustainability. 相似文献
35.
Poul Rohleder Vivienne Bozalek Ronelle Carolissen Brenda Leibowitz 《Teaching in Higher Education》2013,18(2):131-143
Fourth year students in psychology and social work from two South African universities worked together across boundaries of race and class in a course which required them to engage in a personal reflexive way with issues of community and identity. A combination of face-to-face workshops and online tutorial groups was used. The course was demanding of both staff and students, but preliminary analysis suggests that the creation of virtual communities may be of benefit in assisting students in their preparation for the challenges of working in a diverse and unequal society. 相似文献
36.
Vivienne Griffiths 《International Journal of Inclusive Education》2013,17(3):267-285
This paper presents a comparative study of two groups of student mothers from a teacher training course in the UK at the start and end of the 1990s, with a focus on gender issues. The study investigated the extent to which the women students could draw on their experiences as mothers to positive effect in their training, combining public and private spheres, and how far their domestic responsibilities created problems for them on the course. All the women possessed considerable skills, particularly in working with children, which were an attribute in their training. Although both groups faced similar difficulties, such as the double burden of domestic and course work, and changes in family life arising from their status transition, it was found that the more recent students could cross the boundaries between public and private roles more quickly and easily than those at the start of the 1990s. This was partly because the recent group had greater prior work experience and had already negotiated boundaries between private and public identities, and partly because some structural constraints had diminished by the end of the decade, at least at a local level. It is also argued that, although pressures on trainee teachers in general intensified during the 1990s, some effects of the changes were beneficial to student mothers. The findings are analysed within the dual frameworks of gender in higher education and initial teacher education. 相似文献
37.
Vivienne Baumfield Maria Mroz 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):129-140
The paper presents the findings of a coding system applied to the questions generated by primary school pupils to a narrative text. The coding schedule proved consistent across university and teacher researchers. The results and discussion centre on the question type and the degree of understanding displayed by pupils. Suggestions are put forward for the use of a community of inquiry approach to question generation as a means of empowering pupils and allowing the speaking and listening requirements of the National Curriculum to be met in a holistic manner. 相似文献
38.
Karyn Davies Helen Lambert Alison Turner Emrys Jenkins Vivienne Aston 《Educational Action Research》2013,21(3):380-396
This paper describes and discusses an action research collaboration between a multi-disciplinary team of practice educators, a practice development nurse and a university lecturer in order to explore, evaluate and improve a dementia care training package developed for a range of staff providing care for people with dementia. Whilst it is recognised that the findings of this small evaluation study are only of local interest, we believe the approach we took to be of general use for other teams of practice educators as a way of exploring and evaluating their own practice. This paper will therefore focus mostly on the philosophy, methodology and conduct of the study, including our own reflections and learning as novice action researchers. 相似文献
39.
40.
In 2008 the Asia New Zealand Foundation commissioned a three-year project examining Asia-born New Zealand-educated business graduates' study to work transitions. Data were collected through annual online surveys and in-depth interviews. Graduates were asked to discuss their post-study experiences, reflections on studying in New Zealand, and perceptions of their New Zealand business education. Participants included 171 (phase one), 76 (phase two) and 41 (phase three) students and recent graduates. All except one were based in New Zealand or the Asia region. In this paper we draw on “engaged pedagogy” and “functional capabilities” perspectives to consider phase two and three participants' accounts of their study to work transition pathways. Specifically, we examine two “functional capabilities” that participants discussed in relation to their post-study experiences: having economic opportunities and developing a sense of affiliation. We highlight some barriers to each “capability” that emerged in participants' accounts and consider how participants envisaged their role in fostering ongoing Asia-New Zealand connections. We conclude with some suggested implications for policy and practice in New Zealand and in internationalized HE more generally. 相似文献