全文获取类型
收费全文 | 140篇 |
免费 | 2篇 |
专业分类
教育 | 111篇 |
科学研究 | 8篇 |
各国文化 | 1篇 |
体育 | 15篇 |
信息传播 | 7篇 |
出版年
2023年 | 1篇 |
2022年 | 2篇 |
2021年 | 1篇 |
2020年 | 1篇 |
2019年 | 6篇 |
2018年 | 16篇 |
2017年 | 8篇 |
2016年 | 8篇 |
2015年 | 9篇 |
2014年 | 5篇 |
2013年 | 29篇 |
2012年 | 8篇 |
2011年 | 3篇 |
2010年 | 4篇 |
2009年 | 4篇 |
2008年 | 3篇 |
2007年 | 5篇 |
2006年 | 8篇 |
2005年 | 2篇 |
2004年 | 2篇 |
2003年 | 3篇 |
2002年 | 4篇 |
2001年 | 1篇 |
2000年 | 4篇 |
1999年 | 2篇 |
1996年 | 2篇 |
1994年 | 1篇 |
排序方式: 共有142条查询结果,搜索用时 15 毫秒
71.
Petra Cafnik Uludağ 《Critical Studies in Media Communication》2017,34(3):264-277
This study critically examines how the global media uses the concept of revolution when reporting about the Arab Spring. The understanding of the concept informed by historical Western revolutionary events perpetuates Eurocentrism which continues the inability to comprehend the regional, cultural, and political peculiarities of the Arab Spring. Media framing analysis reveals the use of the outdated notions of revolution based on six common attributes. The concept of revolution defined by the six attributes fails to address the events because it is delimited by its own Western origin and with its own understanding of modernization and progress. Such use of the concept is maintained by the media but also affects perception of the events while de-emphasizing their revolutionary character. 相似文献
72.
Petra Engelbrecht Hannu Savolainen Mirna Nel Teija Koskela Mari-Anne Okkolin 《Compare》2017,47(5):684-702
This paper reports on the findings of an international comparative research project where the roles of teachers in the implementation of inclusive education in mainstream-classroom settings in South Africa and Finland were investigated. Inclusive education within this project is broadly defined as welcoming all students to general-education schools and classrooms and not segregating students on the basis of ability or other individual or sociocultural characteristics. In this paper a qualitative analysis of Finnish and South African teachers’ day-to-day teaching and learning support practices in their classroom is discussed. Individual and focus-group interviews encouraged teachers to articulate their views in this regard. Initial findings indicate that despite the dissimilar cultural and historical contexts of these two countries, both complex contextual issues and classroom practices based on a medical-deficit understanding of diverse educational needs play a role in Finnish and South African classrooms. 相似文献
73.
74.
This study investigates whether gifted children differ from non‐gifted regarding the possession and use of toys and whether gifted are less affected by traditional gender roles in these two variables. The parents of 286 fourth‐grade elementary school students (151 intellectually gifteds [IQ >= 130] and 135 children of average intelligence) responded to a list of 30 toy groups. It was assessed (a) which toys are present in the household and (b) how often they are used by the child. The analysis revealed that only the use of toys typical for boys displayed a mildly significant effect for giftedness. Dramatic gender effects were found: with the exception of the use of athletic equipment and group games, both groups exhibited gender‐specific toy possession and toy use to an equal degree. 相似文献
75.
The competitive university has brought about changes in structural conditions and created contradictions which are embedded in institutions. The present study is based on interviews with 42 early career researchers in the field of education sciences in Sweden. We analyse how members of this group handle career possibilities and limitations in relation to gender and to the structural ambivalence embedded in the higher education system. Our results illustrate that the structure of education sciences contains power relations and processes of differentiation, which give researchers different access to resources that can be used to handle structural ambivalence. This is illustrated in how, for example, women researchers, more than men, lack resources to solve the experienced tensions surrounding them, and therefore often work in areas where they are able to cope. Men researchers can often solve their career ambivalence by avoiding traps and gaining recognition, and are therefore able to advance. 相似文献
76.
Petra Rattay Dr. Thomas Lampert PD Dr. Hannelore Neuhauser Dr. Ute Ellert 《Zeitschrift für Erziehungswissenschaft》2012,15(1):145-170
Family is the central place of socialization during childhood and adolescence. What are the determining factors of family life that are important for the health of children and adolescents and in which stages of their life do these factors take effect? The question is answered with reference to the general health of children and adolescents as rated by their parents. The analysis is conducted with data from the KiGGS study 2003–2006 which is representative of Germany (n?=?17641, age: 0–17 years). The gender-specific effects of different family factors on good health are analysed in five age groups using binary logistic regression analysis including structural, socioeconomic and origin-related factors of family as well as housing conditions and family cohesion. Bivariate analysis indicates significant effects on general health for almost all included factors (at least in some age groups). Multivariate analysis shows family cohesion to be the most important factor for good health. In boys a bilateral migration background also has an adverse effect on good general health until the beginning of adolescence. 相似文献
77.
Although there are clear differences in national policies regarding inclusive education, the international debate has not fully considered their impact on implementation within different countries, for example on teacher education. This paper reports on results from a comparative study of in-service teachers’ attitudes and self-efficacy in implementing inclusive practices in South Africa and Finland and its implications for teacher education in these countries. A sample of 319 South African and 822 Finnish primary and secondary education teachers completed a questionnaire containing a scale measuring sentiments, attitudes and concerns on inclusive education as well as a scale measuring teachers’ self-efficacy in implementing inclusive practices. A comparative analysis indicated that whereas the overall sentiments towards disabilities were positive in both countries, teachers had many concerns about the consequences of including children with disabilities in their classrooms. While the most positive aspect of self-efficacy among the South African teachers was their self-efficacy in managing behaviour, the Finnish teachers saw this as their weakest point. Self-efficacy, in particular efficacy in collaboration, was clearly related to overall attitudes towards inclusion. The implications of these findings for pre-service and in-service teacher education are discussed. 相似文献
78.
Dr. Annika Goeze Petra Hetfleisch Prof. Dr. Josef Schrader 《Zeitschrift für Erziehungswissenschaft》2013,16(1):79-113
Case-based learning with videos is regarded as a promising way to promote the analytical abilities of teaching staff as a basis for their professional actions. For that purpose, the competence to assess and diagnose situations of learning and instruction is crucial, i.e., especially the ability to apply conceptual knowledge to pedagogical cases and to take teacher as well as learner perspectives into account. The article reports on the results of an experimental field intervention study aimed to convey this competence effectively by providing different forms of instructional support to over 100 students of English Studies (2?×?2 design, conceptual knowledge: present/not present; teacher and learner perspectives: present/not present). The central focus is on identifying further effects that personal characteristics (individual learning conditions, e.g., prior knowledge, tolerance of ambiguity) and process characteristics (cognitive load; cognitive, emotional, and motivational activation) have on the development of this competence, and how strong these effects are. Multiple linear regression analyses show that this type of learning with case-based videos places less demand on personal factors, and that the quality of the learning process plays a decisive role. 相似文献
79.
Many studies of changes in learning approaches have used data from different age groups at one point in time only (Gow and
Kember, High Educ 19:307–322, 1990; Watkins and Hattie, Br J Educ Psychol 51:384–393, 1981) or have analyzed the effects of
just two or three factors using single level analytical techniques (Cano, Br J Educ Psychol 75:203–221, 2005; Duckwall et
al., Res High Educ 32(1):1–13, 1991; Jay and Love, NCSSSMST J 7(2):4–8, 2002; Loo, Educ Psychol, 17(1/2), 1997; Watkins and
Hattie, Hum Learn 4:127–141, 1985; Zeegers, Br J Educ Psychol 71:115–132, 2001). This study employs multilevel modeling as
a more appropriate technique for the analysis of longitudinal data to examine factors influencing changes in the learning
approaches of 153 international undergraduate students over a 3-year period. Specifically, using hierarchical linear modeling
(HLM), the effects of personal values (level-2) on learning approaches and changes in them over time (level-1) are examined.
Results show no changes within students in the deep and surface approaches to learning but a significant decline for the achieving
approach, particularly for students who previously experienced a more formal teaching authority. Furthermore, students’ personal
values in terms of security, achievement and hedonism affect the achieving approach while no effects emerge for the personal
values of tradition, conformity, universalism, self-direction and stimulation. Finally, these effects can be observed while
no significant effects emerge for gender, discipline and ability. 相似文献
80.