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121.
Sheila James 《Learning, Media and Technology》1996,22(2):111-123
A 75 year‐old educational media process, involving interactive multimedia, formative evaluation, and a sophisticated distance education system, is described. Although these techniques are mainstays of modem educational technology, their origins in the work of 1920s' film director Dziga Vertov have not previously been recognised. This article (the first of a 2‐part paper) registers the techniques' roots on the Leninist ‘agit prop’ film train, and their development by Vertov for social intervention purposes. It describes their essence, a feedback process whereby media footage is viewed and discussed by its producers and the people it portrays, and used as a catalyst for mass education and change. The Vertov Process culminated during the 1930s in the work of Alexander Medvedkin before being suppressed by Stalin. The article charts the subsequent influence of Vertov's educational techniques on the European schools of film documentary led in Britain by John Grierson, and in France by the avant‐garde movement and by the anthropologist film‐maker Jean Rouch. In 1996, Vertov's centennial year, the two articles indicate the film‐maker's role as an unsung founding father of the modern educational media, and political and cultural reasons for the lack of recognition which his visionary educational impact has received. 相似文献
122.
Although prior research has examined children’s perceptions of the classroom environment as related to academic achievement, genetically sensitive designs have not been employed. In the first study of its kind for the primary school classroom environment, data were collected for 3,020 pairs of nine‐year‐old identical and fraternal twin pairs in same and different classrooms on their perceptions in six domains: social integration, opportunity, adventure, general satisfaction, negative affect, and teachers. Data were also collected for teacher‐assessed academic achievement (ACH). Modest genetic influence was found for children’s perceptions of the classroom environment: an average of .33, .06, .25, .27, .19, and .20 of the variance, respectively. Non‐shared environment played a more influential role, accounting for an average of .58, .78, .64, .60, .69, and .65 of the variance, respectively. Negative affect, adventure, social integration, and opportunity were significantly, albeit modestly, associated with ACH. Results suggest that perceptions of the classroom environment are driven primarily by child‐specific experiences, and that such perceptions, although experientially important, are less important for ACH. 相似文献
123.
Sheila Tobias 《Journal of Science Education and Technology》1996,5(3):167-169
If students of science are to have more career options in the future, the people who hire and work with them are going to have to know more science and more about what scientists do. That's one of the conclusions of a recent study of the perceptions and realities that young and mid-career physical scientists are having to cope with in a post-cold war environment. It's also the conclusion of a survey of CEO's from 500 of the Fortune 1000 companies in the U.S, undertaken in September and October 1995 by the Johnson School of Management at Cornell. Corporations are becoming more and more concerned about science and technological illiteracy on the part of their managers.Sheila Tobias is not a scientist or a mathematician, but the author of seven books on science and mathematics education. Her most recent, in collaboration with policy analyst Daryl Chubin and physicist Kevin Aylesworth, is Rethinking Science as a Career: Perceptions and Realities in the Physical Sciences, available from Research Corporation, 101 N. Wilmot Road, Tucson, Arizona for $2.50 per copy. In 1995–1996, she is spending three months at the University of Amsterdam as a visiting consultant in physics and science and society. 相似文献
124.
Arcidiacono Francesco Padiglia Sheila Miserez-Caperos Céline 《European Journal of Psychology of Education - EJPE》2019,34(1):239-254
European Journal of Psychology of Education - The paper explores the involvement of teachers, children, and parents in a project based on learning a second language (L2) within a multicultural... 相似文献
125.
Sheila Furey Paul Springer Christine Parsons 《Journal of Marketing for HIGHER EDUCATION》2014,24(1):99-121
Branding is now widely used by higher education (HE) institutions, yet questions still surround the transference of private sector concepts to a university context. This article reports on findings from studies that investigated the brand promises of four UK universities – one from each of the HE ‘mission groups’. The evidence indicated that, contrary to existing published presumptions, there is considerable potential for the application of branding in HE, but in differing and nuanced ways. Clear branding themes emerged across the cases such as environment, experiences, aspiration, and global positioning. While these enabled the universities to position their brands with distinction, the overriding method used across the cases – and the key point of differentiation – proved to be the presence of a core brand promise. 相似文献
126.
Sheila Slaughter 《Higher Education》1987,16(2):173-197
This paper attempts to place the fiscal problems faced by higher education in a broad political economic context so strategies for coping with declining resources can be better evaluated. At the national level, fiscal crisis theories are used to examine broad changes in higher education spending patterns. At the state level, theories of regional variation are used to understand more fully why some states face conditions of greater fiscal authority than others. At a concrete level, the strategies evolving in New York State for allocating resources are explored, and the responses of one institution - the State University of New York at Buffalo - are examined.My thanks to the Institute for Higher Education Law and Governance, School of Education, University of Houston, for support that made this research possible. My thanks to Paul Loucks for his careful reading and commentary on a draft of this paper. 相似文献
127.
Research Findings: This study investigated the prevalence of pedagogical questions posed by 27 early childhood educators as they interacted with infants in each of two naturally-occurring contexts: book-focused interactions and educator mediated play. The pedagogical questions expressed by educators to infants were coded as confirm (yes/no), specify (what, who, where, when) or explain (why, how) on the basis that these question types present infants with different opportunities to use their developing communication skills to provide information to others. We sought to determine associations between question use, activity context and educators’ qualification levels. Explain questions were used very rarely, while confirm and specify questions were more frequent, comprising 7.60% and 8.32% respectively of the messages expressed by educators to infants. A 2 (activity context) × 2 (qualification level) mixed factorial MANOVA, supplemented with post-hoc qualitative analyses, demonstrated that, in specific activity contexts, degree qualified early childhood teachers used pedagogical questioning in ways which differed from their less-qualified counterparts. Practice or policy: The findings provide much needed data on how educator questioning is used with children under two, how questioning affords context-specific language learning opportunities for infants in ECEC centres, and how educator qualifications may be implicated in these opportunities. 相似文献
128.
Jiangbo Hu Jane Torr Sheila Degotardi Feifei Han 《Early Years: An International Journal of Research and Development》2019,39(2):190-204
This study investigated the manner in which 56 infant educators used language to direct the behaviour of infants (defined as children aged birth to two years), on the basis that the ways in which educators frame their commands represent an important component of young children’s learning experiences. Underpinned by systemic functional linguistic theory, the study analysed the frequency and type of command produced by educators with university, diploma and certificate qualifications. Suggestive and indirect commands convey a sense of negotiation, as if the addressees’ subjective opinions and thoughts are considered, while nonsuggestive and direct commands foreground the speakers’ power and authority. The findings demonstrate that commands feature frequently in educators’ talk to infants, with nonsuggestive and direct commands being most commonly used. Individual differences were related to the qualifications of staff. University-qualified early childhood teachers used significantly fewer nonsuggestive and direct commands than did diploma and certificate-qualified educators, and they were more likely to provide infants with a reason for the command. These findings have implications for the way in which learning opportunities are created by the language that educators use, and for the overall quality of infant early childhood programmes. 相似文献
129.
130.
Frank Coffield Sheila Edward Ian Finlay Ann Hodgson Ken Spours Richard Steer Maggie Gregson 《British Educational Research Journal》2007,33(5):723-741
The TLRP project reported on in this article attempts to understand how the Learning and Skills sector functions. It traces how education and training policy percolates down through many levels in the English system and how these levels interact, or fail to interact. The authors first focus upon how policy impacts upon the interests of three groups of learners: unemployed people in adult and community learning centres, adult employees in work‐based learning and younger learners on Level 1 and Level 2 courses in further education. They focus next upon how professionals in these three settings struggle to cope with two sets of pressures upon them: those exerted by government and a broader set of professional, institutional and local factors. They describe in particular how managers and tutors mediate national policy and translate it (and sometimes mistranslate it) into local plans and practices. Finally, the authors criticise the new government model of public service reform for failing to harness the knowledge, good will and energy of staff working in the sector, and for ignoring what constitutes the main finding of the research: the central importance of the relationship between tutor and students. 相似文献