全文获取类型
收费全文 | 189篇 |
免费 | 1篇 |
国内免费 | 1篇 |
专业分类
教育 | 146篇 |
科学研究 | 3篇 |
各国文化 | 13篇 |
体育 | 5篇 |
信息传播 | 24篇 |
出版年
2022年 | 1篇 |
2021年 | 2篇 |
2020年 | 6篇 |
2019年 | 7篇 |
2018年 | 6篇 |
2017年 | 9篇 |
2016年 | 8篇 |
2015年 | 3篇 |
2014年 | 9篇 |
2013年 | 42篇 |
2012年 | 5篇 |
2011年 | 8篇 |
2010年 | 9篇 |
2009年 | 10篇 |
2008年 | 3篇 |
2007年 | 4篇 |
2006年 | 1篇 |
2005年 | 5篇 |
2004年 | 4篇 |
2003年 | 4篇 |
2002年 | 4篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1995年 | 2篇 |
1992年 | 4篇 |
1991年 | 1篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1987年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1981年 | 1篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1975年 | 1篇 |
1974年 | 2篇 |
1970年 | 1篇 |
1968年 | 2篇 |
1967年 | 2篇 |
1961年 | 1篇 |
1960年 | 1篇 |
1958年 | 1篇 |
1956年 | 1篇 |
1955年 | 1篇 |
排序方式: 共有191条查询结果,搜索用时 8 毫秒
41.
42.
Josephine Brady 《English in Education》2010,44(2):172-174
43.
Lorna Arnott Loreain Martinez-Lejarreta Kate Wall Caralyn Blaisdell Ioanna Palaiologou 《British Educational Research Journal》2020,46(4):786-810
In an era when children’s rights are paramount, there are still few practical examples to guide us when seeking informed consent from children. This article therefore makes a significant contribution to the field by examining three practical approaches to negotiating informed consent with young children under 6 years old. We draw on researcher field notes, images and observations from four research projects that employed creative methods for seeking informed consent from young children. We take a reflexive approach, considering how successful the three techniques have been in facilitating young children’s decision-making around research participation. Our findings suggest that innovative approaches to informed consent create spaces for children to engage in dialogue and questioning about the research project. However, in order for the approaches to be meaningful, they need to be pedagogically appropriate to the maturity and capabilities of the children. We also demonstrate that, irrespective of the approach devised, researchers have a responsibility to ensure consent is continuously negotiated throughout the project through reflexive questioning. 相似文献
44.
Pamela Woolner Jill Clark Elaine Hall Lucy Tiplady Ulrike Thomas Kate Wall 《Learning Environments Research》2010,13(1):1-22
It has been argued by both educationalists and social researchers that visual methods are particularly appropriate for the
investigation of people’s experiences of the school environment. The current and expected building work taking place in British
schools provides an opportunity for exploration of methods, as well as a need to establish ways to achieve this involvement
of a range of school users, including students. This article describes a consultation that was undertaken in a UK secondary
school as part of a participatory design process centred on the rebuilding of the school. A range of visual methods, based
on photographs and maps, was used to investigate the views of a diverse sample of school users, including students, teachers,
technical and support staff and the wider community. Reported here is the experience of using these tools, considering the
success of different visually-based methods in engaging a broad cross section of the school community and revealing useful
information. Using a range of visual methods allows a complex, but coherent, understanding of the particular school environment
to be constructed and developed. It is further argued that such a range of visual and spatial methods is needed to develop
appropriate understanding. The study, therefore, contributes to knowledge about specific visual research methods, appreciation
of the relationship between tools, and a general methodological understanding of visual methods’ utility for developing understanding
of the learning environment. 相似文献
45.
46.
47.
Daniel Zahra Iain Robinson Martin Roberts Lee Coombes Josephine Cockerill 《Assessment & Evaluation in Higher Education》2017,42(7):1159-1167
Processes for moderating assessments are much debated in higher education. The myriad approaches to the task vary in their demands on staff time and expertise, and also in how valid, reliable and fair to students they appear. Medical education, with its diverse range of assessments and assessors across clinical and academic domains presents additional challenges to moderation. The current review focuses on medical education, considering double-marking and benchmarking as two broad classes of moderation procedure, and argues that it is the process more than the type of procedure which is crucial for successful moderation. The advantages and disadvantages of each class of procedure are discussed in the light of our medical school’s current practices, and with respect to the limited empirical evidence within medical education assessment. Consideration of implementation is central to ensuring valid and reliable moderation. The reliability of assessor judgements depends more on the consistency of assessment formats and the application of clear and agreed assessment criteria than on the moderation process itself. This article considers these factors in relation to their impact on the reliability of moderation, and aims to help assessors and students appreciate the diversity of these factors by facilitating their consideration in the assessment process. 相似文献
48.
49.
Basic measurements and applications of six selected general but critical operational performance‐based indicators—effectiveness, efficiency, productivity, profitability, return on investment, and benefit‐cost ratio—are presented. With each measurement, goals and potential impact are explored. Errors, risks, limitations to measurements, and a final check for validity, applicability, accountability, and usability of these measurements are discussed. This article provides a simple, practical guide to performance measurement for organizations and human performance technology practitioners' accountability and continuous improvement. 相似文献
50.
Josephine May Janine Delahunty Sarah O'Shea Cathy Stone 《Higher Education Quarterly》2016,70(4):384-399
This paper examines the idea of the university from the first‐in‐family enabling students’ perspective. It provides an overview of the current crisis of meaning in scholarly commentary that points to a spectrum of meanings about the university. This spectrum ranges from the ancient imaginary of the monastic university as ‘ivory tower’ to the instrumental idea of the entrepreneurial university. The analysis then reports on the idea of the university in over 40 interviews and surveys of first‐in‐family enabling students who attended two large regional Australian universities in 2014. Their metaphorical understandings of the university constitute a powerful imaginary about what a university is and can do for individuals and the wider society. For many, the resolution of the individualistic passion for knowledge of ‘ivory tower’ studies and the commitment to the social and economic usefulness of the fully engaged entrepreneurial university can be found in the pursuit of the passionate career. 相似文献