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This article examines the ways in which the development of alternative initial teacher education programs in England and Canada
over the last two decades serve to challenge some of the taken-for-granted assumptions underlying established models of initial
teacher education in both jurisdictions, and also to broaden the pool of people who have access to the profession. The article
offers a brief, initial account of the development of a standard model of initial teacher education in both countries that
is characterized as being: university governed and university based; primarily full-time; incorporating a standard curriculum,
with admission requirements that generally reflect the traditional academic expectations of the university; and which is funded
jointly by the student and the state. Against this standard model the article examines the development of alternative or flexible
models in both Canada and England. Three programs are described in some detail – The Brandon University Northern Teacher Education
Program, The University of Manitoba’s Weekend College Teacher Education Program, and The University of Nottingham’s Flexible,
Modularized Post-Graduate Certificate in Education Program – and each is examined in terms of the ways in which it challenges
the assumptions embedded in traditional teacher education programs. At a time when attracting talented and committed teachers
constitutes an important issue facing public education systems in both countries, the ability to construct high quality initial
teacher education programs that can provide access to the profession to as wide a cross-section of the population as possible
will be an important contribution to meeting this challenge. 相似文献
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Kevin Coffee 《Curator: The Museum Journal》2006,49(4):435-448
Abstract Museums are not neutral organizations; they are active social participants. While museums serve many social purposes, fundamentally they define and express major social narratives. Museums are important collections of ideological symbols and perform a special communication as well as legitimizing role. The narratives conveyed by museums are observed as definitive and authoritative, and the objects displayed are understood as emblematic or normative culture. This article examines two museums and a historic site in the United States in the context of their social narratives. Attention is paid to the political implications of recent program decisions. The social and political interactions that accompany these institutions' program decisions demonstrate the ideological purpose of the museum. 相似文献
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Pete Cannell 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(3):E16-E17
This book brings together practice and theory from the interface between academic and digital literacy, learning and teaching, and learning technologies. It argues for the importance of digital literacy at the heart of approaches to learning and teaching in the modern university. It is highly recommended for teachers, educational developers, practitioners in learning technology, and policy makers in higher education. Indeed, if this book's content is likely to be relevant to you, I recommend you buy a copy for yourself. Pete Cannell 相似文献
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Abstract Beginning teachers of mathematics are likely to have noted the development of powerful multiple representation software which offers children access to the many modalities through which mathematics is expressed. We argue that embedded, even hidden, within such software are many mathematics conventions, which the naive learner has to unravel in order to construct meaning for those representations. We contrast such representations, which we label as instructive, with those children construct through the use of expressive software; this contrast is seen as analogous to aspects of literacy. We identify various characteristics of these two distinctive forms of representation. 相似文献
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This article provides initial evidence for the construct validity of the Perceived Available Support in Sport Questionnaire (PASS-Q), which assesses emotional, esteem, informational, and tangible support. In Study 1, confirmatory factor analyses provided evidence for a four-dimension factor structure. Correlations supported hypothesized relationships between the PASS-Q dimensions and the Social Support Survey questions (Richman, Rosenfeld, & Hardy, 1993). In Study 2, the four-dimension factor structure was supported in an independent sample. Further, higher levels of perceived available emotional, esteem, informational, and tangible support were associated with higher levels of self-confidence and lower levels of burnout. Researchers are encouraged to use the PASS-Q to examine the effects of perceived available support in sport contexts. 相似文献
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Value-added models and growth-based accountability aim to evaluate school??s performance based on student growth in learning. The current focus is on linking the results from value-added models to the ones from growth-based accountability systems including Adequate Yearly Progress decisions mandated by No Child Left Behind. We present a new statistical approach that extends the current value-added modeling possibilities and focuses on using latent longitudinal growth curves to estimate the probabilities of students reaching proficiency. The aim is to utilize time-series measures of student achievement scores to estimate latent growth curves and use them as predictors of a dichotomous outcome, such as proficiency or passing a high-stakes exam, within a single multilevel longitudinal model. We illustrated this method through analyzing a three-year data set of longitudinal achievement scores and California High School Exit Exam scores from a large urban school district. This latent variable growth logistic model is useful for (1) early identification of students at risk of failing or of those who are most in need; (2) a validation or/and adequacy of student growth over years with relation to distal outcome criteria; (3) evaluation of a longitudinal intervention study. 相似文献