全文获取类型
收费全文 | 260篇 |
免费 | 3篇 |
专业分类
教育 | 234篇 |
科学研究 | 4篇 |
各国文化 | 1篇 |
体育 | 11篇 |
文化理论 | 1篇 |
信息传播 | 12篇 |
出版年
2024年 | 1篇 |
2023年 | 1篇 |
2022年 | 1篇 |
2021年 | 2篇 |
2020年 | 3篇 |
2019年 | 12篇 |
2018年 | 12篇 |
2017年 | 8篇 |
2016年 | 14篇 |
2015年 | 11篇 |
2014年 | 18篇 |
2013年 | 46篇 |
2012年 | 8篇 |
2011年 | 15篇 |
2010年 | 10篇 |
2009年 | 9篇 |
2008年 | 9篇 |
2007年 | 8篇 |
2006年 | 5篇 |
2005年 | 6篇 |
2004年 | 3篇 |
2003年 | 3篇 |
2002年 | 9篇 |
2001年 | 9篇 |
2000年 | 4篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 2篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 3篇 |
1991年 | 1篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 6篇 |
1985年 | 4篇 |
1984年 | 3篇 |
1982年 | 1篇 |
1979年 | 2篇 |
1975年 | 1篇 |
1973年 | 2篇 |
排序方式: 共有263条查询结果,搜索用时 0 毫秒
61.
“We do not know what is the real story anymore”: Curricular contextualization principles that support indigenous students in understanding natural selection 下载免费PDF全文
We propose a process of contextualization based on seven empirically derived contextualization principles, aiming to provide opportunities for Indigenous Mexican adolescents to learn science in a way that supports them in fulfilling their right to an education aligned with their own culture and values. The contextualization principles we empirically derived account for Nahua students' cultural cognition, socialization, and cultural narratives, thus supporting Indigenous students in navigating the differences between their culture and the culture and language of school while learning complex science concepts such as natural selection. The process of curricular contextualization we propose is empirically driven, taking culture and socialization into account by using multiples sources (cognitive tasks to explore teleology, ethnographic observation of students' community and classroom, and interviews with students and community members) and builds on the scholarship in Culturally Relevant Pedagogy and Indigenous Education. We used these principles to redesign a middle school biology unit on natural selection to make it more culturally relevant for Nahua students. The enactment of this unit resulted in students being engaged in science learning and achieving significant learning gains. The significance of this study lies in presenting evidence that learning science in culturally relevant ways supports the learning of challenging biology concepts. We provide evidence that Western science can be learned in ways that are more aligned with Indigenous students' Traditional Indigenous Knowledge, thus informing the implementation of educational policies aiming to improve the quality of secondary education for Indigenous adolescents. Our proposed contextualization principles can benefit students of all cultural identities who feel that their religion, language, or traditional knowledge are not aligned with school science, facilitating their access to culturally relevant science education. 相似文献
62.
Ingrid Guerra 《Performance Improvement Quarterly》2005,18(3):65-75
ABSTRACT This case study illustrates one of the many possible ways to implement Kaufman's Organizational Elements Model (1992, 2000) for identifying and aligning organizational results and the means to achieve them. The model was applied in the context of a needs assessment effort between the Florida State University's Office for Needs Assessment & Planning (ONAP) and the Vocational Rehabilitation Program at Florida Division of Blind Services (FDBS). Conducting this study and finding data that had such radical implications for decision‐making was life altering for many of the stakeholders, who up until that point were heavily focused on processes and resources, or at best, on Micro‐level results. Appropriate actions were taken to improve the performance system, but overall, one of the most significant contributions of this project was a new‐found focus on results, valuable results, and appropriate measures of success. 相似文献
63.
64.
65.
66.
67.
68.
Wagner-Egger P Bangerter A Gilles I Green E Rigaud D Krings F Staerklé C Clémence A 《Public understanding of science (Bristol, England)》2011,20(4):461-476
Lay perceptions of collectives (e.g., groups, organizations, countries) implicated in the 2009 H1N1 outbreak were studied. Collectives serve symbolic functions to help laypersons make sense of the uncertainty involved in a disease outbreak. We argue that lay representations are dramatized, featuring characters like heroes, villains and victims. In interviews conducted soon after the outbreak, 47 Swiss respondents discussed the risk posed by H1N1, its origins and effects, and protective measures. Countries were the most frequent collectives mentioned. Poor, underdeveloped countries were depicted as victims, albeit ambivalently, as they were viewed as partly responsible for their own plight. Experts (physicians, researchers) and political and health authorities were depicted as heroes. Two villains emerged: the media (viewed as fear mongering or as a puppet serving powerful interests) and private corporations (e.g., the pharmaceutical industry). Laypersons' framing of disease threat diverges substantially from official perspectives. 相似文献
69.
70.
Workplaces abound with knowledge that is different from the knowledge students gain at universities. Crossing the boundary from a university to a workplace can, therefore, be difficult for students. To compensate for the dearth of knowledge on how these issues play out in an African context, this study investigates how knowledge and experiences gained during academic studies were useful in the workplace by interviewing employers from sectors commonly open to university graduates and student representatives from all faculties at a Rwandan University. Open questionnaires were used to ascertain what kinds of changes might lead to more successful boundary crossing. The findings suggest that while domain-specific knowledge is an essential part of a university qualification, a stronger focus on generic skills is needed in order to help students cross the boundary and succeed in the workplace. 相似文献