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601.
Paula Hodson Alison Baddeley Steve Laycock Sally Williams 《Educational Psychology in Practice》2005,21(1):53-67
The authors, all District Senior Educational Psychologists (DSEPs), were asked by a Principal Education Officer to design and implement a funded project to support inclusion in the county. This action research project aimed to help secondary schools be more inclusive of their Year 7 pupils with special educational needs. Inclusion issues were identified using pupils’ responses to questionnaires based on the Index for Inclusion materials. Schools then formulated interventions to suit their particular needs. The impact of the interventions was evaluated one year later. Positive results are reported in terms of responses from the pupils with SEN. 相似文献
602.
Conclusion Because of the recent trend toward commercialization of the Internet, and the immense proliferation of information online,
searching has become one of the most time-consuming tasks of our workdays. Technology is meant to help us save time and make
more time for the things in our lives that are important to us. We can control our work with technology or allow it to control
us. Because creators of some Web sites are trying harder and harder to get you to buy things online and to build up ecommerce,
they are set up with the intent of distracting you into areas that are not likely to help you find the information you really
need. Avoid the “impulse buying” and time-usurping aspects of the Web by controlling your own interactions with it. Plan,
set goals, remind yourself of your task, and enjoy happy andefficient searching.
She holds a Master of Science, library Science, degree form the University of North Carolina, Chapel Hill. Her research interests
include instrumental design and instruction for information retrieval. Her research and teaching interests include instructional
design, educational systems design, and the impact of online learning. 相似文献
603.
Alison Sammel 《Cultural Studies of Science Education》2008,3(4):843-857
In this paper I respond to Ajay Sharma’s Portrait of a Science Teacher as a Bricoleur: A case study from India, by speaking to two aspects of the bricoleur: the subject and the discursive in relation to pedagogic perspective. I highlight
that our subjectivities are negotiated based on the desires of the similar and competing discourses we are exposed to, and
the political powers they hold in society. As (science) teachers we modify our practices based upon our own internal arbitrations
with discourses. I agree with Sharma that as teachers we are discursively produced, however, I suggest that what is missing
in the discussion of his paper is the historically socially constructed nature of science or science education itself. I advocate
that science education is not neutral, objective or unproblematic. Building on Gill and Levidow’s (Anti-racist science teaching,
1987) critique, it is precisely because we are socially constructed by the dominant hegemonic science education discourse
that we rarely articulate the underlying political or economic priorities of science; science’s appropriation of other cultural
ways of knowing; the way science theory has been, or is used to justify the oppression of peoples for political gain; the
central role science and technology play in the defensive, economic and political agendas of nations and multinational corporations
who fund science; the historical, and contemporary role science plays in rationalizing an exploitative ideological perspective
towards the more-than-human world and the natural environment; and finally, the alienating effect science has on students
when used as a ranking and sorting mechanism by educational systems. Therefore, we need to do what Mr. Raghuvanshi could not
imagine: we need to destabilize the foundations of science education by questioning inherent structural and ideological inequities.
Alison Sammel received her doctorate in 2005 for a study that used critical theory and feminist poststructuralism to analyse how five science teachers believed they incorporated critical forms of pedagogy in their high school science classrooms. Intrigued by the social construction of the ‘Western science teacher’ she continues to explore the teaching and learning of Science through the lens of feminist poststructuralism. Alison currently teaches at the School of Education and Professional Studies at Griffith University on the Gold Coast and researches in the fields of Science and Anti-oppressive pedagogies. Prior to her employment at Griffith University, Alison was employed as the Chair of Science Education at the University of Regina, Saskatchewan, Canada. It was here she began working with local Indigenous communities to authentically incorporate Indigenous Ways of Knowing into Science Education. 相似文献
Alison SammelEmail: |
Alison Sammel received her doctorate in 2005 for a study that used critical theory and feminist poststructuralism to analyse how five science teachers believed they incorporated critical forms of pedagogy in their high school science classrooms. Intrigued by the social construction of the ‘Western science teacher’ she continues to explore the teaching and learning of Science through the lens of feminist poststructuralism. Alison currently teaches at the School of Education and Professional Studies at Griffith University on the Gold Coast and researches in the fields of Science and Anti-oppressive pedagogies. Prior to her employment at Griffith University, Alison was employed as the Chair of Science Education at the University of Regina, Saskatchewan, Canada. It was here she began working with local Indigenous communities to authentically incorporate Indigenous Ways of Knowing into Science Education. 相似文献
604.
Hélène Gorring BA MSc FCLIP Denise Duffy BA DipLis Alison Forde BA PG DipLib MEd Donna Irving MCLIP FHEA Katherine Morgan Katie Nicholas BA MA MCLIP 《Health information and libraries journal》2023,40(1):114-119
The research goals were to obtain an understanding of who the users of e-books in the NHS are, what they are using e-books for, and when and how they use them. This article presents the methodology used and the findings from the research. It also explores the outputs and next steps from the research, both for the individual countries and collectively. The Five Nations group, (library leads in England, Northern Ireland, Ireland, Scotland and Wales) commissioned research into healthcare staff use and non-use of e-books to understand the behaviours, needs and expectations of healthcare staff and to identify shared challenges around e-books to inform policy and practice. 相似文献
605.
Emotion regulation in context: the jealousy complex between young siblings and its relations with child and family characteristics 总被引:1,自引:0,他引:1
Jealousy is a social emotion that has received little attention by developmental researchers. The current study examined sibling jealousy and its relations to child and family characteristics in 60 families with a 16-month-old toddler and an older preschool-age sibling. Sibling jealousy was elicited in social triads consisting of a parent (mother or father) and the two siblings. Positive marital relationship quality (i.e., love and relationship maintenance) was a particularly strong predictor of the older siblings' abilities to regulate jealousy reactions in the mother sessions. Younger siblings' jealous affect with mothers was linked to the child's temperament, whereas older siblings' jealous affect with mothers was related to the child's emotional understanding. Younger siblings displayed more behavioral dysregulation in the mother-sibling triads if there was greater sibling rivalry reported by mothers. Session order (i.e., which sibling was challenged first in the jealousy paradigm) had a strong effect on both the affect and behavioral dysregulation displayed by the older and younger siblings. Results are discussed with respect to the need for future research to consider social relationships as developmental contexts for young children's emotion regulation. 相似文献
606.
Alison Cook-Sather 《International Journal for Academic Development》2016,21(2):151-162
Addressing both the increasingly complex process of becoming an educator at the tertiary level and the growing recognition of the importance of student engagement, student–faculty partnerships have emerged as one way of fundamentally rethinking academic development. Participant reflections suggest that the over-time, partnership approach to orientation and development presented in this article effectively supports new faculty as they develop their academic identities. The approach includes opportunities for dialogue and collaboration with students offered before new faculty arrive on campus, as part of orientation before classes begin, during the first semesters of teaching, and in subsequent semesters. 相似文献
607.
Bottom: A Case Study Comparing Teaching Low Ability and Mixed Ability Year 9 English Classes 总被引:1,自引:0,他引:1
Alison Barker 《English in Education》2003,37(1):4-14
This article takes the form of a case study which compares two Year 9 English groups ‐ one mixed ability, one a low set ‐ and the different approaches used to prepare the pupils for their SATs. The focus of observation has been on the differing opportunities made available to a mixed ability set, contrasted with a bottom set, and identifies clear implications that lower set pupils are offered a significantly limited range of teaching strategies in the delivery of the National Curriculum. The article indicates that the benefits of selective setting in English are for adults rather than children, and argues that placement in a low set has a detrimental effect on pupils rather than providing an appropriate learning environment. Finally, the article draws attention to the long‐held anomaly that whilst setting continues to proliferate in the UK education system, there is no clear evidence that it has any positive impact on pupil performance. 相似文献
608.
Okhee Lee Lorena Llosa Feng Jiang Corey O’Connor Alison Haas 《Journal of Science Teacher Education》2016,27(7):769-794
Elementary school teachers’ perceptions of school resources (i.e., material, human, and social) for teaching science to diverse student groups were examined across three school districts from one state. As part of a 3-year curricular and professional development intervention, we examined the effect on teachers’ perceptions after their first year of participation. The study involved 103 fifth-grade teachers from 33 schools participating in the intervention and 116 teachers from 33 control schools. The teachers completed a survey at the beginning and end of the school year. As a result of the intervention, teachers in the treatment group reported more positive perceptions of school resources than teachers in the control group. 相似文献
609.
610.
Knowledge of embryology is foundational for understanding normal anatomy and birth defects, yet, embryology is a notoriously difficult subject for medical students. Embryonic lateral folding in particular is one of the most challenging concepts in embryology. Highly effective teaching methods that promote active engagement with dynamic, three-dimensional models may be helpful for teaching this content. The aim of this study was to determine whether a hands-on modeling activity utilizing premade crocheted pieces constructed from durable, inexpensive yarn helped medical students enrolled in a pre-matriculation course to understand embryonic lateral folding. Change in knowledge was assessed using a pre–post design. Students also completed subjective evaluations regarding their satisfaction with the activity. Quiz scores in means (±SD) increased from 62.7 (±24.1) % before the activity to 77.0 (±17.1) % after the activity (P = 0.0495, two-tailed paired t test; d = 0.68). Generally, students reported that the activity was helpful and enjoyable, and the model pieces were easy to manipulate. These promising results suggest that hands-on activities with dynamic, three-dimensional models constitute an effective method for teaching embryology. 相似文献