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61.
62.
Is the School Composition Effect Real?: A Discussion With Evidence From the UK PISA Data 总被引:1,自引:0,他引:1
Roy Nash 《School Effectiveness & School Improvement》2013,24(4):441-457
The school composition effect has attracted attention from researchers who believe that progress towards equality of educational opportunity is compromised by the existence of schools with “unbalanced” social rolls. Evidence for 2 central hypotheses in the “mix” theory is tested by an analysis of UK PISA data. It is suggested that the school composition effect is sometimes an artefact of statistical procedures and caused by “unmeasured” within-SES school selection for noncognitive dispositions and variable family resources within social classes. Some implications for the debate into the origins of social differences in education and the limits of “effective schooling” are discussed. 相似文献
63.
Courses in biological aging are becoming increasingly common and necessary in college curricula for several reasons. At the same time, there is a lack of guidance for instructors regarding necessary content in such a course, which is in part perpetuated by uncertainty about the background of students who need this instruction and a lack of consistency in the content and style of human aging textbooks. In this article, the authors, as instructors who have taught undergraduate level human biological aging courses for many years, describe the areas of study and needs of students likely to enroll in such a course and also detail strategies and organizational methods found to be advantagous in teaching this material in a coherent and understandable manner to a largely nonscience major student cohort. Strategies discussed include alteration of course content, decompartmentalization of topics, relation of biological topics to social science reference points, and contrasting “universal” and pathological age‐related changes. Also included is an outline of the content and order of subjects that the authors have found through experience to be successful in the instruction of a biological aging course. 相似文献
64.
Abebaw Gezie Khadija Khaja Valerie Nash Chang Mary Beth Johnsen 《Journal of Teaching in Social Work》2013,33(4):421-437
Rubrics are increasingly used as tools to evaluate student work. This study examined BSW students' perceptions of the benefits and challenges of using rubrics. Pre- and posttest questionnaires were administered to 35 students in two sections of a diversity course. Students judged the use of rubrics favorably. Rubrics communicated the instructors' expectations, clarified how to write course assignments, explained grade and point deductions and, in general, made course expectations clearer. Students suggested that the rubric design should be self-explanatory and easy to follow. If carefully developed, rubrics may be a useful tool for advancing student learning in social work programs. 相似文献
65.
The project reported in this paper addresses the issue of trainee teacher learning with regard to special educational needs and disabilities (SEND) during the school placement element of one-year postgraduate teacher training programmes in England. Through a focus on the university/school partnership, school organisational and classroom pedagogic processes, the project aimed to improve knowledge and understanding about teacher education relevant to the special educational needs and inclusive education fields. Specifically, the project examined and compared the school-based learning and outcomes of postgraduate teacher trainees in primary and secondary programmes that used different approaches to preparing teachers for the special needs aspects of their future teaching. Three kinds of school-based approaches are examined: one that involved a practical teaching task; a second which involved a pupil-focused task (but not practical teaching); and a third where there was no specific pupil-focused SEND task other than class teaching practice. The paper reports on what and how trainees learned about teaching pupils with SEND and on differences related to the use of SEND tasks. Findings indicate that what trainees learn about teaching pupils with SEND is strongly interlinked with what they learn about teaching in general. The pedagogic knowledge learned from undertaking planned pupil-focused SEND tasks, however, centres on pupils’ personal learning needs, something that was less likely to be learned from only whole-class teaching experience. Implications for schools, initial teacher education (ITE) providers, national and international policy are presented as evidence-informed questions with possible options. 相似文献
66.
Thomas Nash 《海外英语》2009,(3)
SPring,the swe以SPring,15 the卯ar’5 Pleasant king; Then blooms eaeh thing,then maids danee in a ring,Cokl doth not sting,the Pre询birds do sing,Cuekoo,iug一姐,Pu-昵,to一诚tta胡00!春天,甜蜜的春天,一年中欢乐的国王;春光中万物昌盛,春光中少女们团团起舞寒冷不再贬骨,美丽的鸟儿处处啼唱,咕咕,喳一喳,卜一威,嘟一威嗒一握! The Palm and ma夕make eountw houses ga夕,Lambs frisk and PI即,the shePherds PIPe alld即,And we hear即e birds tune this mer即la夕,Cuekoo,iug一ug,Pu一e,to一幼tta一woo!棕搁树和山碴花把乡村房舍点缀得喜气洋洋小羔羊活蹦乱跳,牧羊人整日借笛声袅袅,我们时时听到鸟儿唱起快乐的曲调,咕咕,喳一喳,卜一威,嘟一威嗒一呢! The fields breathe绷e以,the daisies kiss our f... 相似文献
67.
Reviewed by Susan Nash Simpson 《Medical reference services quarterly》2013,32(1):99-100
No abstract available for this article. 相似文献
68.
69.
Curriculum reform at institutional level is a challenging endeavour. Those charged with leading this process will encounter both enthusiasm and multiple obstacles to teacher engagement including the particularly complex issue of confronting existing teacher identities. At Unitec Institute of Technology (Unitec), the ‘Living Curriculum’ initiative focused on whole-of-institution curriculum renewal and, in the process, acknowledged and addressed teacher beliefs and practices that variously supported and contested both the initiative itself and the professional development offerings that accompanied it. The related research project identified factors and processes that unsettle teachers, rendering them ‘insecure’, and strategies that have proven effective in supporting teachers through significant change in conceptions of curriculum, teaching and learning. 相似文献
70.
Anxiety in Science Classrooms: its measurement and relationship to classroom environment 总被引:1,自引:0,他引:1
Barry J. Fraser Rieke Nash Darrell L. Fisher 《Research in Science & Technological Education》2013,31(2):201-208
This paper considers the role of a new vocational science qualification in the UK (Intermediate General National Vocational Qualification (GNVQ) science) and how it relates to science-based employment. Studies into employers' requirements are reviewed and found to indicate that an ability to understand and evaluate scientific evidence is valued highly. This part of science is not currently taught explicitly either in GNVQ or elsewhere in the science curriculum. The authors report the results of a small intervention study in which ideas about evidence were explicitly taught within Intermediate GNVQ science. The findings suggest that it is feasible to incorporate such teaching into the qualification but that, if it is not part of the formal assessment process, the teaching tends to be undervalued by the students. By contrast, the teaching staff involved in the project recognised that these ideas fill a gap in the qualification and valued the teaching materials developed for this purpose. A means of incorporating the assessment of such understanding into the current assessment procedures is put forward. Such a modification to the assessment process would add rigour to the qualification and provide a better preparation for employment in science-based industry. 相似文献