全文获取类型
收费全文 | 116篇 |
免费 | 4篇 |
专业分类
教育 | 102篇 |
科学研究 | 1篇 |
各国文化 | 1篇 |
体育 | 9篇 |
文化理论 | 1篇 |
信息传播 | 6篇 |
出版年
2022年 | 4篇 |
2021年 | 3篇 |
2020年 | 1篇 |
2019年 | 6篇 |
2018年 | 8篇 |
2017年 | 7篇 |
2016年 | 5篇 |
2015年 | 3篇 |
2014年 | 2篇 |
2013年 | 32篇 |
2012年 | 5篇 |
2011年 | 9篇 |
2010年 | 5篇 |
2009年 | 1篇 |
2008年 | 8篇 |
2007年 | 3篇 |
2006年 | 2篇 |
2005年 | 3篇 |
2004年 | 1篇 |
2003年 | 1篇 |
2002年 | 1篇 |
2001年 | 1篇 |
2000年 | 1篇 |
1996年 | 1篇 |
1994年 | 3篇 |
1992年 | 1篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1976年 | 1篇 |
排序方式: 共有120条查询结果,搜索用时 19 毫秒
51.
Kerstin Göransson Tina Hellblom-Thibblin Eva Axdorph 《Scandinavian Journal of Educational Research》2016,60(2):182-200
Swedish compulsory school for students with intellectual disability (ID) has been criticized for focusing on care and not presenting the students with enough knowledge-related challenges. The purpose of this study is to investigate how a conceptually-based mathematics curriculum can be interpreted and constructed for students with ID. A total of 18 mathematics lessons in 6 classes for students with ID were filmed, and the teachers were interviewed in connection with the lessons. A qualitative content analysis approach was used to identify aspects of mathematical competency content and to analyze the teaching. Three major groups of teaching strategies are identified: pedagogical mathematics activities, focusing on students’ perceptions of mathematical content, and encouraging dialogue between students. 相似文献
52.
Kerstin Drossel Birgit Eickelmann Julia Gerick 《Education and Information Technologies》2017,22(2):551-573
This paper is based on the research question of what predictors (school characteristics, teachers’ attitudes, teacher collaboration and background characteristics) determine secondary school teachers’ frequency of computer use in class. The use of new technologies by secondary school teachers for educational purposes is an important factor regarding school and teaching processes. The use of digital media in schools is, among other things, associated with the goal of supporting learning processes and improving the quality of education. This contribution identifies relevant factors by means of multiple regression analyses of the teachers’ frequency of computer use for instruction in five countries (the Netherlands, Denmark, Australia, Poland and Germany) to get an idea of how to support the frequency of the use of computers in class. The analyses and findings are based on the International Association for the Evaluation of Educational Achievement (IEA) study of International Computer and Information Literacy Study 2013 (ICILS), which investigates the computer and information literacy (CIL) of secondary school students and the contexts in which students develop CIL in 21 countries. Antecedents concerning school characteristics, teachers’ attitudes and teacher collaboration on the process level and background characteristics of secondary school teachers (N = 8.920) are examined in order to gain further insight into the nature and effect of predictors for secondary school teachers’ in-class use of information and communications technology. The analyses show that there are more country-specific results than similarities between the countries selected. In all countries, antecedents concerning teachers’ attitudes are more relevant for teachers’ in-class use of computers than school characteristics or teacher collaboration on the process level. 相似文献
53.
Verbal abuse has been identified as a common element in the life of children in school. This paper explores how this discursive practice is used in the construction of masculinities and femininities among children aged 14–15 through observations and interviews in classes in two schools in Stockholm. Verbal abuse, often with sexual content, contributed to ‘toughness’, a central component of hegemonic masculinity in the schools. Popular, tough boys generated most of the verbal abuse, but were not necessarily regarded as verbally abusive; rather, responsibility for the bulk of verbal abuse was attributed to ‘rowdy’ boys. Girls’ verbal abuse was not similarly advantageous for their femininity; instead, both through being verbally abusive and being the target of abuse, girls risked being positioned negatively. It appears that verbal abuse in school simultaneously orders masculinities and femininities, and structures heterosexual relations between the genders. 相似文献
54.
Occupations differ in their prestige, but little research has examined how workers manage working in a low-prestige occupation. This case study with retail-clerk apprentices in Switzerland uncovers the identity strategies the apprentices employ to help them normalise the situation they find themselves in: they are learning an occupation that is not assumed to require any specific knowledge or skills. We base our arguments on theories about occupational prestige, identity and stigma management, as well as on a qualitative study in VET (vocational education and training) schools. Three identity strategies are dominant among retail-clerk apprentices and are deeply embedded within the retail context and the Swiss apprenticeship programme. First, apprentices embrace ideas of discontinuous careers and lifelong learning, which encourage them to improve their occupational position through mobility within or outside the retail sector. Second, the VET programme builds on apprentices’ consumer interests and encourages their self-valorisation through the prestige of products and shops. Third, apprentices emphasise that retail work is skilled work, a strategy that is consistent with the positive societal perception of the Swiss VET system. These strategies provide insights into how apprentices construct positive occupational identities although they are placed low on the occupational prestige hierarchy. 相似文献
55.
2007年5月在德国埃朗根举行了"图书学研究与教学"学术研讨会。会议分三个部分:第一部分由设有图书学专业的德国高校代表作报告;第二部分是来自档案馆、图书馆和相关协会的代表作报告;第三部分是一个国际化的讨论,由来自瑞士、奥地利和中国的从事图书学研究和教学的代表发言。 相似文献
56.
57.
Julia Caroline Arnold Kerstin Kremer Jürgen Mayer 《International Journal of Science Education》2013,35(16):2719-2749
Inquiry learning is a widely recognized method for fostering inquiry competence in science education. Nevertheless, there is discussion about how to best support students while working on inquiry tasks (in this case: experiments on causal relationships). To identify the kind of support students need in order to design experiments in upper grades, an empirical study consisting of two parts was conducted. The first part, a quantitative test (N?=?96), tested students' competences in designing an experiment. It was found that students need scaffolding in basic aspects of designing (like dependent and independent variables), to reach higher levels, since only about thirty percent reach levels II or III out of three levels. On more reflective aspects (like confounding variables, test times and repetitions), only a maximum of twenty-five percent reached level I or higher; therefore, even more support is needed on these aspects. The second part of the study was a qualitative video-analysis of students' discussions, designs and implementations of an experiment. It was found that support is needed on procedural knowledge and understanding. Possible implications for inquiry support are discussed. 相似文献
58.
A follow‐up study was conducted on ex‐students of a residential special school for children with emotional and behavioural difficulties in New Zealand. Previous research on post‐school outcomes for students with emotional and behavioural difficulties has found low levels on quality of life indicators such as education, employment and community adjustment. Twenty‐nine ex‐students and/or their parents or caregivers were located and interviewed 10–14 years after they had left residential school. Interviews focused on their educational achievement, employment record and community adjustment. Findings indicated low levels of achievement in terms of educational qualifications and employment records, high rates of involvement with the criminal justice system and low levels of community adjustment. Implications of the study findings suggest that key factors in improving student outcomes are establishing effective procedures for transition, providing ongoing support for ex‐students, and better special needs training for teachers in mainstream schools. 相似文献
59.
Philipp Knodel Kerstin Martens Dennis Niemann 《Globalisation, Societies & Education》2013,11(3):421-441
Education policy has undergone transformation in many countries over the last decade. In this article, we focus on the effects of the most significant international initiative in secondary education, which is the Organisation for Economic Co-operation and Development's (OECD) Programme for International Student Assessment (PISA). We analyse two countries that provide variation regarding the degree of change in their respective education policy-making due to this study; while Germany substantially reformed its education system in reaction to its mediocre PISA results, almost no change has been observed in England. As we show, alterations and shifts in ideas of education policy best account for such a change. 相似文献