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171.
Mercedes Cubero Mª Ángeles Rebollo Rosario Cubero Rafael García Luisa Vega 《Gender and education》2015,27(6):635-653
This article is focused on the analysis of the narratives produced by a group of teachers, experts in coeducation, while they were discussing their everyday activities. They are responsible for the implementation of a Plan for Gender Equality in public secondary schools in Andalusia (Spain). This study is based on contributions about doing gender view, according to which gender is not an attribute of individuals, but a way of making sense of interactions and practising a complex system as functioning on three levels: sociocultural, interactional, and individual. We use these levels to understand gender culture in schools through teachers’ discourse. Our interest lies particularly in the meanings, contradictions, difficulties, and conflicts experienced by expert teachers in co-education. Our study was based on group discussions with teachers in charge of the plan for equal opportunities between women and men in school settings. Results show teachers’ conflicts about meanings and how they are supposed to apply the Equality Plan. We observed interactional levels during these conflicts and analysed how teachers construct and validate their discourse. 相似文献
172.
Ramirez Ucls Rafael Brizuela Brbara M. Blanton Maria 《Early Childhood Education Journal》2022,50(2):345-356
Early Childhood Education Journal - We present a study that explores Kindergarten and first-grade students’ understandings and representations of arithmetic properties. The 16 students... 相似文献
173.
Ana María Delgado García Rafael Oliver Cuello 《Educational technology research and development : ETR & D》2010,58(6):781-790
Education is one of the pillars in which a Welfare State is effectively based on in order to achieve an equitable distribution
of wealth. In contemporary society, knowledge and education are among the most appreciated goods, and everyone should have
the right to acquire them, without distinction of gender, race, age, health or religion. From our experience of over 15 years
at the Universitat Oberta de Catalunya we can claim that virtual learning makes access to education easier for certain population
strata, whereas otherwise, they would be excluded from such a right. A very significant group of students to consider are
women with family burdens who, thanks to this kind of education, are able to gain access to higher education for the first
time in their lives and at their maturity ages. Another significant group is students with disabilities, for whom virtual
education makes it possible to get training in fields for which it would be more difficult to get in the case of the non-virtual
university. Geographic factors are also relevant, since virtual education has provided rural areas and other places with poor
infrastructures with a chance to gain access to higher education. This brings with it a redistribution of wealth among territories,
and also among different social strata with fewer resources and limitations to commute long distances to higher education
institutions. Another issue that needs pointing out is virtual communication. As it is asynchronic, it can lead to a high
degree of reflection. All these elements enable us to have a virtual discussion about cultural and linguistic issues which
have huge educational value. 相似文献
174.
Alessandro H. N. Ré Samuel W. Logan Maria T. Cattuzzo Rafael S. Henrique Mariana C. Tudela David F. Stodden 《Journal of sports sciences》2018,36(1):1-6
This study compared performances and motor delay classifications for the Test of Gross Motor Development-2nd edition (TGMD-2) and the Körperkoordinationstest Für Kinder (KTK) in a sample of 424 healthy children (47% girls) between 5 and 10 years of age. Low-to-moderate correlations (r range = 0.34–0.52) were found between assessments across age. In general, both boys and girls demonstrated higher raw scores across age groups. However, percentile scores indicated younger children outperformed older children, denoting a normative percentile-based decrease in motor competence (MC) in the older age groups. In total, the TGMD-2 and KTK classified 39.4% and 18.4% children, respectively, as demonstrating very low MC (percentile ≤5). In conclusion, the TGMD-2 classified significantly more children with motor delays than the KTK and the differences between children’s motor skill classification levels by these assessments became greater as the age groups increased. Therefore, the TGMD-2 may demonstrate more susceptibility to sociocultural influences and be more influenced by cumulative motor experiences throughout childhood. Low-to-moderate correlations between assessments also suggest the TGMD-2 and KTK may measure different aspects of MC. As such, it may be important to use multiple assessments to comprehensively assess motor competence. 相似文献
175.
Ramirez Uclés Rafael Brizuela Bárbara M. Blanton Maria 《Early Childhood Education Journal》2022,50(2):357-357
Early Childhood Education Journal - The original version of this article unfortunately contained a typo in co-author name. 相似文献