全文获取类型
收费全文 | 119篇 |
免费 | 5篇 |
专业分类
教育 | 85篇 |
科学研究 | 10篇 |
各国文化 | 9篇 |
体育 | 6篇 |
信息传播 | 14篇 |
出版年
2020年 | 3篇 |
2019年 | 6篇 |
2018年 | 5篇 |
2017年 | 4篇 |
2016年 | 5篇 |
2015年 | 9篇 |
2014年 | 7篇 |
2013年 | 29篇 |
2012年 | 1篇 |
2011年 | 1篇 |
2010年 | 1篇 |
2009年 | 1篇 |
2007年 | 3篇 |
2005年 | 2篇 |
2004年 | 1篇 |
2001年 | 1篇 |
1999年 | 1篇 |
1997年 | 3篇 |
1996年 | 1篇 |
1994年 | 4篇 |
1993年 | 4篇 |
1992年 | 2篇 |
1991年 | 5篇 |
1989年 | 3篇 |
1988年 | 3篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 3篇 |
1984年 | 1篇 |
1979年 | 2篇 |
1978年 | 1篇 |
1976年 | 1篇 |
1971年 | 1篇 |
1970年 | 1篇 |
1968年 | 1篇 |
1917年 | 1篇 |
1897年 | 1篇 |
1892年 | 2篇 |
排序方式: 共有124条查询结果,搜索用时 31 毫秒
61.
Background
The casual, abbreviated writing style sometimes known as ‘textese’ (e.g., sorry im late ?) has become widespread with the rise of digital communication. We explored Australian university students' views on, and use of, textese across three modalities (text message, Facebook post, email) and three recipient types (friends, peers, lecturers).Methods
In Study 1, 51 undergraduates composed messages across the three modalities to the three recipient types. They also rated the appropriateness of messages written with high, medium and no textese, across modality and recipient types. In Study 2, 37 additional students provided examples of their own sent messages across modalities and recipients.Results
Overall, participants rated textese use as more appropriate, and used significantly more textese, in messages to friends, than to peers, than to lecturers.Conclusions
Undergraduates are sensitive to when and where it is appropriate to use textese and vary their use (and opinions) of written language as a function of the recipient.62.
Clayton Pierce 《Educational theory》2007,57(2):123-140
A bstract . In this essay, Clayton Pierce examines the epistemological standpoints of Intelligent Design (ID) and evolutionary science education, focusing specifically on the pedagogical question of how ID and modern science-based education fail to promote democratic relations in how students learn, think, and associate with science and technology in society. Pierce explores the debate in education between ID and traditional science education that centers on the epistemological assumptions embodied in the modern scientific model. Turning to Bruno Latour's recent work in the field of science studies, Pierce develops his argument that both expressions of knowledge fail to deliver an adequate theoretical and practical democratic framework for teaching and learning about knowledge systems and technologies in their social, political, and cultural environments. 相似文献
63.
Victor J. Callan Margaret A. Johnston Berwyn Clayton Alison L. Poulsen 《Journal of Vocational Education & Training》2016,68(4):416-435
This research examines what practitioners in vocational education and training (VET) organisations and external auditors judge to be the key issues in the current and future use of e-assessment. Applying the framework of legitimacy theory, the study examined the tensions around the use and growth of e-assessment in training organisations, and challenges to both training bodies and auditors around their legitimacy to operate. Forty-eight interviews, 10 focus groups and 2 industry workshops were completed with practitioners and auditors who had in-depth experience in e-assessment and audit practices. Results revealed tensions between training providers and auditors around the current validity, authenticity and security of e-assessment. However, there was also strong agreement between the groups about the practical steps for resolving these tensions between auditors and VET institutions. 相似文献
64.
AbstractThrough the case-study experiences of 24 White and Black, Asian and Minority Ethnic (BAME) working-class students from three very different universities, we aim to illuminate the often hidden struggle for recognition and respect for classed, ‘raced’ and gendered ways of being in the university. We discuss how the students perceive their identities in relation to their universities and their peers, and whether they feel the need to adapt and change their classed/’racialised’ identities in order to survive and progress or whether they resist any pressures and expectations to do so. We explore the tension between ‘assimilation and belonging’ and ‘betrayal and exclusion’ for White and BAME working-class students and consider the intersectional implications. We draw on the concept of hybridity to show the fluidity and fusions of transitioning and developing identities. The article also seeks to contribute further to the illumination of habitus as generative, through a process of hybridity. 相似文献
65.
Tai A. Collins Clayton R. Cook Evan H. Dart Diana G. Socie Tyler L. Renshaw Anna C. Long 《Psychology in the schools》2016,53(2):204-219
Off‐task and disruptive classroom behaviors have a negative impact on the learning environment and present a unique challenge for teachers to address. The aim of this study was to evaluate the Class Pass Intervention (CPI) as a behavior management strategy for secondary students with disruptive classroom behavior. The CPI consists of providing students with passes that they can either (1) use to appropriately request a break to engage in a preferred activity for a preset amount of time or (2) keep and later exchange for a preferred item or activity. Using an ABAB withdrawal design with replication through a concurrent multiple baseline across participants design, the CPI was shown to increase academic engagement, which is incompatible with disruptive behavior, in 4 students who engaged in high levels of disruptive behavior throughout the baseline condition. Results also demonstrated partial support for the durability of intervention effects over time and indicated that both teachers and students perceived the intervention to be socially feasible. Implications of the results and directions for future research are discussed. 相似文献
66.
67.
68.
69.
Stephen Clayton Diana Burton Anne Campbell Anne Qualter Tünde Varga‐Atkins 《Educational Action Research》2013,21(1):73-84
This article draws upon the work of two researchers who facilitated practitioner research with school professionals in Liverpool. The researchers themselves had not been involved in practitioner research before. In this account, the researchers reflect critically upon their own experience. The discussion presents the learning curve that the researchers underwent as well as what they discovered about the relationship between practitioners and researchers when engaged in school‐based research. Crucially the issue of practitioners’ understandings of what constituted ‘good’ research emerged as a significant issue. In particular, positivist notions of research that drew from popular scientific understandings, as well as the culture of numerical targeting in the schools system, seemed to shape these practitioners’ sense of what was expected of them as practitioner‐researchers. The article finishes by reflecting upon the possible lessons that this work presents for education managers considering practitioner research approaches for continuing professional development (CPD). 相似文献
70.
Kamalipour, Y. R., & Mowlana, H. (Eds.). (1994). Mass media in the Middle East: A comprehensive handbook. Westport, CN: Greenwood Press. 333 pages. Boyd, D. (1993). Broadcasting in the Arab world: A survey of the electronic media in the Middle East (2nd ed.). Ames, IA: Iowa State University Press. 386 pages. Hoyer, S., Lauk, E., & Vihalemm, P. (Eds.). (1993). Towards a civic society: The Baltic media's long road to freedom. Tartu, Estonia: Baltic Association for Media Research. 366 pages. Silj, A. (Ed). (1992). The new television in Europe. London: John Libbey. 644 pages. Noam, E., Komatsuzaki, S., & Conn, D. (Eds.). (1994). Telecommunications in the Pacific Basin. New York: Oxford University Press. 514 pages. Englis, B. G. (Ed.). (1994). Global and multinational advertising. Hillsdale, NJ: Erlbaum. 266 pages. 相似文献