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31.
Using a mixed methods design, the researchers investigated understandings and practices of democracy across Round Square, a worldwide network of 180 schools committed to shared values. An extensive questionnaire received 4020 student and 863 teacher returns; additionally, leaders, students, and parents from five case study schools on different continents were interviewed. All stakeholder groups were found to value democracy highly, but saw its implementation in their schools as challenging and limited. While staff and parents espoused more holistic understandings of democratic practices and cultures, students focused primarily on systems of election and representation. A philosophically informed framework for developing ‘responsible leadership’, and a values-led approach to school improvement, are offered to deepen students’ democratic agency through informed, active, and reflective engagement with people, situations, and curricula. 相似文献
32.
ABSTRACT Although peer-led focus groups are widely used in research with children and young people, surprisingly little has been written that evaluates their methodological appropriateness. Drawing on data from 10 peer-led focus group sessions across 5 international schools, this article demonstrates how focus group discussions around moral and social values, which become more meaningful though the self-reflection provoked in encounters with different experiences and perspectives, can be advantageous for research. Peer-moderators, as both participants and facilitators, run focus groups that open dialogic spaces for exploratory talk that avoids the self-censure and deference that can emerge in the presence of an adult moderator. This is particularly important when participants are structurally disadvantaged and lack similar spaces for collaborative inquiry into their shared experiences. Video capture allows researchers in-depth access to these focus groups after the event, revealing evidentially and pedagogically rich dialogues. 相似文献
33.
Sport celebrates differences in competitors that lead to the often razor-thin margins between victory and defeat. The source of this variation is the interaction between the environment in which the athletes develop and compete and their genetic make-up. However, a darker side of sports may also be genetically influenced: some anti-doping tests are affected by the athlete's genotype. Genetic variation is an issue that anti-doping authorities must address as more is learned about the interaction between genotype and the responses to prohibited practices. To differentiate between naturally occurring deviations in indirect blood and urine markers from those potentially caused by doping, the "biological-passport" program uses intra-individual variability rather than population values to establish an athlete's expected physiological range. The next step in "personalized" doping control may be the inclusion of genetic data, both for the purposes of documenting an athlete's responses to doping agents and doping-control assays as well facilitating athlete and sample identification. Such applications could benefit "clean" athletes but will come at the expense of risks to privacy. This article reviews the instances where genetics has intersected with doping control, and briefly discusses the potential role, and ethical implications, of genotyping in the struggle to eliminate illicit ergogenic practices. 相似文献
34.
This paper describes a method of allocating resources within a university which provides departments with a built-in incentive to the efficient use of those resources. Present allocation systems based on norms such as the staff: student ratio, incorporate no such incentive. The method we propose involves firstly the creation of a budget for each recognizable academic unit, the size of the budget being related to the unit's student load by a published formula; and secondly, the devolution to academic units of much greater responsibility in the spending of their budgets on different items, thereby giving them a direct interest in the economical use of costly resources. We argue that initially such a system should be introduced on a pilot basis in selected subjects in a few universities and that the budgets should be designed to cover all recurrent items of expenditure. We finally consider the implications of budgetary devolution on the planning process within universities and on the methods by which funds are provided by the government to the universities.A full report appears in Incentives to the Efficient Use of Resources in Universities (June 1975), a report by J. E. Dunworth and W. R. Cook to the Social Science Research Council, who financed this research at the University of Bradford.
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Cynthia J. Thomson Rebecca J. Power Scott R. Carlson Jim L. Rupert Grégory Michel 《Journal of sports sciences》2015,33(18):1861-1870
Athletes participating in high-risk sports consistently report higher scores on sensation-seeking measures than do low-risk athletes or non-athletic controls. To determine whether genetic variants commonly associated with sensation seeking were over-represented in such athletes, proficient practitioners of high-risk (n = 141) and low-risk sports (n = 132) were compared for scores on sensation seeking and then genotyped at 33 polymorphic loci in 14 candidate genes. As expected, athletes participating in high-risk sports score higher on sensation seeking than did low-risk sport athletes (P < .01). Genotypes were associated with high-risk sport participation for two genes (stathmin, (P = .004) and brain-derived neurotrophic factor (P = .03)) as well as when demographically matched subsets of the sport cohorts were compared (P < .05); however, in all cases, associations did not survive correction for multiple testing. 相似文献
38.
Karen Littleton Corresponding author Neil Mercer Lyn Dawes Rupert Wegerif Denise Rowe Claire Sams 《Early Years: An International Journal of Research and Development》2005,25(2):167-182
In this paper, we describe an innovative approach to promoting effective classroom‐based groupwork and the development of children's speaking and listening at Key Stage 1. This approach, known as Thinking Together, was initially developed for use with Key Stage 2 children. The work reported here explains how this approach has now been applied to the teaching of speaking and listening at Key Stage 1. The approach is founded on contemporary sociocultural theory and research. At the heart of the Thinking Together approach is a concern to help children build and develop their knowledge and understanding together, through enabling them to practise and develop ways of reasoning with language. 相似文献
39.
Rupert Maclean 《Educational Research for Policy and Practice》2002,1(1-2):79-98
The strengthening and upgrading of secondary education is of great world-wide concern, since in an increasing number of countries
secondary education has become the weakest link in the education chain. This article commences by examining the importance
of secondary education, and then provides an overview of programme activities concerning secondary education being undertaken
in countries throughout the world. The article then reports on a regional study on secondary education in the Asia-Pacific
Region, commissioned by the Asian Development Bank, which examined strategic issues and policy analysis. The article concludes
that there are firm foundations to secondary education in the Asia-Pacific region and that much has been accomplished in the
last few decades. But, as the article shows, there is still a great deal to be done to put into place the vibrant, rich, diverse,
relevant, high quality and innovative secondary education desired by countries in the region. The challenges are great, and
numerous, but the future for secondary education in the Asia-Pacific region appears bright and full of promise.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
40.
I defend Jerry Fodor's ([1991]) account of the semantics ofceteris paribus laws against an objection raised by Peter Mott([1992]). In doing so, I clarify certain issues regarding thenature of realization. I argue that not all things that realizea state or property are realizers of that state or property:the relation x realizes y tolerates the inclusion of gratuitouselements in x elements that play no particular role inthe realization of y whereas the relation x is a realizerof y does not. I then criticize a rejoinder that, in effect,builds such gratuitous elements into the antecedents of thelaws of a science of the realized properties.
- Fodor's Proposal
- Mott's Objection
- Conjunctive States, Realization, and MinimalRealization
- Mixed Antecedents