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排序方式: 共有137条查询结果,搜索用时 15 毫秒
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Gabrielle Cliff Hodges 《Literacy》2002,36(1):4-10
This article looks again at the dynamics of reading, writing and telling stories. It argues that working collaboratively can motivate writers in ways which encourage them to redraft their work purposefully and explicitly in pursuit of particular creative effects. It exemplifies ways in which knowledge about language at word, sentence and whole text level can effectively be brought to bear as part of a holistic approach to writing. 相似文献
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Jonathan Vincent Megan Potts Daniel Fletcher Simon Hodges Jenny Howells Alex Mitchell 《Educational Action Research》2017,25(2):300-315
This co-authored article outlines the research process and key findings from the Stratus Writers Project, a participatory action research project with a group of seven students on the autistic spectrum at a university in the North of England. The project explores their experiences of university through critical autobiographies and offers unique insider perspectives into some of the key issues, challenges and successes. Building on a participatory action research approach, the data were collected by the participants themselves; however, this study departs from traditional research in that the participants also analysed the data, thus offering rich and potentially overlooked theoretical knowledge. The article concludes by demonstrating the strength of participatory action research approaches by identifying the impact that our project and its findings have had so far. 相似文献
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Over 450 students (136 elementary, 321 junior and senior high school) with primary handicapping codes of learning disability (LD) or emotional handicap (EH) completed several questionnaires. All participants were from self-contained classrooms of a state-operated special education system. Questionnaires assessed students' self-perceptions and perceptions of home and classroom contexts, with all variables theoretically reflecting either the competence or the autonomy aspects of internal motivation or students' personal adjustment. Math and reading standardized achievement test scores were obtained from school records. Using multiple regression analyses, students' achievement and adjustment were predicted from the motivationally relevant self-perception and perception-of-context variables. Interestingly, different patterns of relations emerged for the students with LD and EH. 相似文献
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Zena Scholtz Martin Braund Merle Hodges Robert Koopman Fred Lubben 《International Journal of Educational Development》2008
This paper explores the argumentation ability of ten science teachers in two South African schools on opposite ends of the resource spectrum. Toulmin's model is used to analyse individual contributions in six group discussions. The findings show that levels of argumentation improve with teachers’ involvement in the development of teaching resources and the closeness of the argumentation task. The nature of the arguments is permeated by inclusiveness, thus precluding the use of rebuttals, traditionally a requirement for high-quality arguments. Based on the ubuntu worldview, a model of inclusive argumentation is proposed with implication for teaching and a scheme of assessable levels of argumentation. 相似文献
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Cothran DJ Hodges Kulinna P Banville D Choi E Amade-Escot C MacPhail A Macdonald D Richard JF Sarmento P Kirk D 《Research quarterly for exercise and sport》2005,76(2):193-201
Teacher beliefs are a major influence on teacher actions. Because context influences beliefs, it was the purpose of this study to explore teachers' beliefs about Mosston's Spectrum of Teaching Styles from an international perspective. Over 1,400 teachers from 7 countries completed a survey related to their self-reported use of and beliefs about various teaching styles. Data suggested a shared core of reproduction teaching style use. The use of and beliefs about the production styles of teaching were more varied. Teachers' use of styles was significantly related to their beliefs about the styles. 相似文献