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121.
122.
This article is concerned with design applied to gardens, using examples from the Chelsea Flower Show in London. There is a discussion of those show gardens that represented Syrian refugees’ gardens in Iraq and the Windrush generation immigration to the UK. The garden designs combine the aesthetics of organic materials and spatial architecture with an implicit critique of topical contemporary social issues. The article concludes by commenting on the risks posed by the reduced and impoverished UK arts education policies for producing the next generation of applied design practitioners. 相似文献
123.
It is often assumed that academics working in a research intensive university are unlikely to invest in the professional development of their teaching. Institutional structures and culture tend to undermine investment in academics’ teaching role. This study, conducted at the University of Cape Town, draws on an analysis of the environment within which academics make decisions to invest in their role as teachers. While acknowledging the privileging of research embedded in the institution, a significant group of academics have found ways to assert their academic identities as teachers despite the possible consequences and risks that this position entails. 相似文献
124.
Dr. Jeff Northfield 《Research in Science Education》1993,23(1):208-213
The importance of recent and relevant experience is being asserted for teacher educators though not others responsible for
education policy and curriculum. The paper will review the “self evident” value of recent and relevant experience from the
perspective of researcher/teacher educator returning to classroom teaching. The potential and implications for research on
teaching and learning and the opportunities for more significant school experience in teacher education are outlined.
Specializations: teacher education, science education, health education, curriculum evaluation and research. 相似文献
125.
Conclusion Collaborative action research, a style of research which connotes involvement, commitment, and growth, has the potential to
bring together process and outcome, teaching and research, reflection and action, theory and practice. It is an organising
frame to foster productive blending of school knowledge and academic knowledge, through the participation of members of the
secondary and tertiary sectors. It has the potential to enhance the professionalism and expertise of members of both sectors,
in circumstances which facilitate personal development. It has the potential to enhance the relevance and applicability of
educational research to the educational context and hence to generate real and permanent change in schools. We believe that
this form of research has potential to be of value that extends beyond the direct participants and school settings in which
it occurs.
The problem is of translating this potential into practice. Neither the school nor the educational research sectors are geared
for such long-term collaborative research. However, PEEL demonstrates that it can be done. Educational research can be made
relevant and important to teachers. Through collaborative action research, teachers can participate in improving the quality
of education in our schools. 相似文献
126.
Classroom discourse can affect various aspects of student learning in science. The present study examines interactions between classroom discourse, specifically teacher questioning, and related student cognitive engagement in middle school science. Observations were conducted throughout the school year in 10 middle school science classrooms using the Electronic Quality of Inquiry Protocol, which is designed, among other things, to measure observable aspects of student cognitive engagement and discourse factors during science instruction. Results from these observations indicate positive correlations between students’ cognitive engagement and the following aspects of classroom discourse: questioning level, complexity of questions, questioning ecology, communication patterns, and classroom interactions. A sequential explanatory mixed-methods design provides a detailed look at each aspect of classroom discourse which showed a positive effect on student cognitive level during science instruction. Implications for classroom practice, teacher education, and professional development are discussed. 相似文献
127.
Chris James Sarah Fitzgerald Tom Fellows Janet Goodall Ioannis Costas Batlle Jeff Jones 《School Leadership & Management》2013,33(5):478-495
ABSTRACTAppointing a headteacher in England is important but under-researched, hence the study reported here. We interviewed and surveyed chairs of governing boards that had recently undertaken the appointment process. Governing bodies follow broadly similar recruitment and selection processes, which have a number of problematic aspects: the unique nature of the context; the complexity of the processes; ensuring adequate recruitment; the processes are demanding, resource intensive, a considerable responsibility and difficult to organise especially when there are internal candidates; the skills required are specialised; engaging external expertise can be beneficial, but not without challenges; and the chair’s involvement is typically substantial. 相似文献
128.
The purpose of this study was to examine the role of achievement goals in online test anxiety and help-seeking while controlling for self-efficacy and potential demographic differences. A total of 150 online students participated in the survey. Separate hierarchical regression analysis results suggested the differential roles of achievement goals in online test anxiety and help-seeking. Avoidance goals were found to be predictive of online test anxiety, whereas only students with performance-avoidance goals unexpectedly reported more online help-seeking. Further, while self-efficacy predicted both test anxiety and help-seeking, undergraduate students reported more help-seeking than their graduate counterparts. Implications and future directions of the study are discussed. 相似文献
129.
Warren Hunt Colin Birch Jeff Coutts Frank Vanclay 《The Journal of Agricultural Education and Extension》2013,19(1):9-26
Abstract Purpose: This article outlines the development of extension as a discipline in Australia, its organization, and the ideological changes that have occurred from the second half of the nineteenth century through to the present. Design/Methodology/Approach: It considers the evolution of extension across the different states of Australia from a national perspective and describes how the research development and extension (RD&E) complex has rotated through cycles of crises, highs, awakenings in thought and practice, and periods where achievements and institutions unravel. Findings: Discussed is the tension between public and private sector extension, as well as the successes and failures of various paradigms. It considers the impacts of different agricultural policy on Australian agricultural RD&E across the decades. In particular it deals with the current ‘unravelling’ of the agricultural RD&E system in Australia, and tries to anticipate future demands on agricultural extension and how these services might be delivered into the future. Practical Implications: The article challenges the reader to consider the discipline of extension as a subset of the greater society in which it exists. It provides an insight into how the agricultural research, development and extension capacity of a nation can be observed to ebb and flow over generations in accord with the rhythm of society. Originality/Value: The article presents a perspective that has not been fully captured or understood until now. 相似文献
130.
In the UK, the creative sector has been identified as a key strand in the economic recovery strategy. Composed of mostly micro and small enterprises often grouping together for particular commissions and projects, there is a tendency to operate primarily through a series of networks made up of peers. This paper presents the outcomes of a ‘peer-to-peer business programme’, or action learning set, involving 10 participants from the creative sector over a period of 6 months. The programme was based on a ‘Six-Squared’ model where participants would address their own needs alongside participating in, and developing further understanding of, action learning sets in order to establish sets with others. Assessment of outcomes indicated that the programme allowed participants to develop new skills with peers, network and strengthen relationships and collaborate in a university programme. The paper concludes by suggesting that, within the context of a growing and vibrant creative industries sector and increasing pressures on universities to engage with the business community, it is essential to develop flexible, peer-led and innovative models of collaboration. 相似文献