全文获取类型
收费全文 | 356篇 |
免费 | 4篇 |
专业分类
教育 | 283篇 |
科学研究 | 10篇 |
各国文化 | 6篇 |
体育 | 37篇 |
综合类 | 2篇 |
文化理论 | 1篇 |
信息传播 | 21篇 |
出版年
2022年 | 2篇 |
2021年 | 3篇 |
2020年 | 7篇 |
2019年 | 14篇 |
2018年 | 13篇 |
2017年 | 18篇 |
2016年 | 20篇 |
2015年 | 6篇 |
2014年 | 8篇 |
2013年 | 79篇 |
2012年 | 8篇 |
2011年 | 10篇 |
2010年 | 8篇 |
2009年 | 6篇 |
2008年 | 3篇 |
2007年 | 4篇 |
2006年 | 4篇 |
2005年 | 4篇 |
2004年 | 7篇 |
2003年 | 7篇 |
2002年 | 6篇 |
2001年 | 5篇 |
2000年 | 9篇 |
1999年 | 7篇 |
1998年 | 5篇 |
1997年 | 8篇 |
1996年 | 5篇 |
1994年 | 2篇 |
1993年 | 7篇 |
1992年 | 5篇 |
1991年 | 7篇 |
1990年 | 7篇 |
1989年 | 3篇 |
1988年 | 7篇 |
1987年 | 3篇 |
1985年 | 4篇 |
1983年 | 3篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1979年 | 2篇 |
1978年 | 7篇 |
1977年 | 6篇 |
1976年 | 3篇 |
1975年 | 2篇 |
1971年 | 1篇 |
1970年 | 1篇 |
1969年 | 1篇 |
1967年 | 1篇 |
1965年 | 1篇 |
1958年 | 1篇 |
排序方式: 共有360条查询结果,搜索用时 156 毫秒
161.
162.
Michael A. Gallo Ph.D. Phillip B. Horton Ph.D. 《Educational technology research and development : ETR & D》1994,42(4):17-39
The purpose of this study was to investigate the effect direct and unrestricted access to the Internet had on a group of high
school teachers. Based on the naturalistic inquiry paradigm, this study explored the barriers these teachers encountered when
using the Internet, how and when they elected to use the Internet, the factors that influenced their continued use of the
Internet, and the transitions they experienced from using the Internet. Data collection was based on Patton's (1990) three
approaches to interviewing; data analysis was based in part on Miles and Huberman's (1984) model of data reduction and display
and on Spradley's (1979) task of domain analysis. Findings suggested: that teachers require ongoing Internet training, technical
support, home Internet access, and time in which to learn and incorporate the Internet into their classes; that Internet use
can increase teachers' self-esteem and improve their attitudes toward computers and education; and that use of the Internet
by teachers encourages them to restructure their classes and schedules to accommodate Internet resources within their classrooms. 相似文献
163.
164.
Phillip Brown 《British Journal of Sociology of Education》1990,11(1):65-86
In this paper it will be argued that we are entering a ‘third wave’ in the socio‐historical development of British education and that similar trends are also evident in the USA, Australia and New Zealand. The ‘first wave’ can be characterised by the rise of mass schooling for the working classes in the late nineteenth century. The ‘second wave’ involved a shift from the provision of education based upon what Dewey called the “feudal dogma of social predestination” to one organised on the basis of individual merit and achievement. What is distinct about the ‘third wave’ is the move towards a system whereby the education a child receives must conform to the wealth and wishes of parents rather than the abilities and efforts of pupils. In other words, we have witnessed a shift away from the ‘ideology of meritocracy’ to what I will call the ‘ideology of parentocracy’. This paper will consider the evidence to support this conclusion and examine its sociological significance.
165.
Sokolove Phillip G. Marbach-Ad Gili Fusco Judith 《Journal of Science Education and Technology》2003,12(2):105-113
This paper describes a pilot study in which undergraduates in an active introductory biology class (Biol 100) used online, virtual study rooms to study together outside of class in small groups. The study was conducted (a) to determine whether students who had access to Internet study rooms would make use of them for out-of-class group study, and (b) to find out how students perceived their online group study experience in comparison with face-to-face group study. Self-reported data were obtained at the time that multiple-choice exams were administered in the large class of Biology 100. The survey was completed by 90 of the students who had signed up for online study rooms. The results indicated that 47 students used their online study rooms to study for the final exam together with other members of their in-class teams. More than half of the students who provided written comments were positive about their online experience. Even those who strongly preferred face-to-face meetings expressed willingness to use online study rooms in a pinch. 相似文献
166.
Phillip Dawson 《Assessment & Evaluation in Higher Education》2017,42(3):347-360
‘Rubric’ is a term with a variety of meanings. As the use of rubrics has increased both in research and practice, the term has come to represent divergent practices. These range from secret scoring sheets held by teachers to holistic student-developed articulations of quality. Rubrics are evaluated, mandated, embraced and resisted based on often imprecise and inconsistent understandings of the term. This paper provides a synthesis of the diversity of rubrics, and a framework for researchers and practitioners to be clearer about what they mean when they say ‘rubric’. Fourteen design elements or decision points are identified that make one rubric different from another. This framework subsumes previous attempts to categorise rubrics, and should provide more precision to rubric discussions and debate, as well as supporting more replicable research and practice. 相似文献
167.
Phillip T. Slee 《教育心理学》1993,13(1):3-10
A sample of 1,114 urban children ranging in age from 5‐13 years was assessed for the occurrence of 25 stressful life events across the life span. Children reported an average of six events during their lifetimes. Developmental trends and gender differences were noted in terms of certain stressful life events (SLEs). The children were also rated by their teachers on a number of measures of adjustment to school. Children who had experienced three to eight serious SLEs were rated as less well adjusted on a variety of behavioural measures than those children who had experienced no such serious life events. 相似文献
168.
ABSTRACTIncreasing significance has been ascribed to student engagement, as a measure of success of both teachers and programs. However, since users of the term commonly tend not to explain, rationalise or problematise their understanding of engagement, its value to understand or transform learning may be limited. While clarification has occurred in conceptual work, there is a lack of empirical work that extends beyond understandings of engagement-as-behaviour, as well as insufficient work exploring what students understand engagement to be. Further, much work on engagement is rooted in physical campuses and face-to-face delivery, which represents an incomplete picture of how students actually engage in study. This article investigates student perceptions of engagement in two blended learning Initial Teacher Education programs. It offers a critical discussion of how research can be re-considered in light of changing learning contexts and changing understandings of ways to investigate engagement. The findings of this study support previous work that found multiple levels and meanings of student engagement exist. New complex and multidimensional models of engagement are proposed, which can open new possibilities for designing studies and analysing findings. This article argues that including and questioning physical, virtual and political contexts and power, affect, relationships, linearity and essential measurability are important features of new models of engagement. 相似文献
169.
The purpose of this study was to investigate the effects of limited oral and physical teacher intervention on object manipulation by preschool and early elementary children. The population consisting of 70 children, three, four, five, and six years old from two preschools and two kindergarten classes were randomly assigned to control and experimental groups. Children were observed as they manipulated magnets in classroom settings. Experimental students had the objects placed in their hands and were orally invited to explore. Results showed that there were significant differences between the groups in total time spent with the objects, number of activities performed, and cognitive level of operation. No significant differences were found in the number of contacts or in the interactive effects of treatment and testing day. The findings suggest that teacher roles may have an effect on student exploration and quality of interaction with unfamiliar objects. 相似文献
170.
Cultural Studies of Science Education - This response to Fleer, Adams & Gunstone builds upon “Transformative pedagogy: Dinka playgroups as spaces for cultural knowledge productions of... 相似文献