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There is a lack of empirical studies that examine the influence of neoliberal ideas in preschool music and teaching. Neoliberal ideas have primarily been studied in a broader educational perspective and related to preschool policy reforms. The aim of this paper is to study preschool teachers’ rhetoric concerning music contents and music activities related to neoliberal ideas. Data consist of group conversations with preschool teachers and of video observations of daily music activities, at one preschool in Sweden. Discursive psychology has been used as a micro-sociological methodological approach. The findings show that music in this preschool is characterized by popular music, and varied consequences for knowledge content and early childhood learning are highlighted and analyzed. Also, it is argued that neoliberal ideas, in varied ways, determine the establishment of music content. For many reasons, rhetoric concerning the choice of musical content is of great importance to the field of preschool education. For example, it is essential to music education research and to preschool teachers’ everyday work, as it can improve teaching and learning qualities and become a knowledge contribution in society at large. 相似文献
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Stacy T. Shaw Kristina Spink Christina Chin-Newman 《Community College Journal of Research & Practice》2013,37(9):657-660
ABSTRACTStudents who begin their educational journeys in community college face many obstacles trying to complete their bachelor’s degrees. Much research has been dedicated to identifying academic factors that predict successful transfer and degree attainment, but relatively little research investigates how the community college experience affects these students once enrolled at the four-year university. Here, we present the results of a qualitative study that explored the challenges faced by 14 community college students during and after transfer. Specifically, we focus on student reports of a sense of stigma from having attended community college and how students overcame these feelings. Recommendations are provided for how community colleges and four-year universities can better equip their students with the knowledge and resources to combat this perception of stigma. 相似文献
146.
Kristina Areskoug-Josefsson Anna Chuchu Schindele Charlotte Deogan Malin Lindroth 《Sex education》2013,13(6):720-729
ABSTRACTKnowledge of sexual and reproductive health and rights (SRHR) by health care, police, legal and social work professionals has been shown to be insufficient. This lack of competence is likely to affect the quality of services. The aim of this study was to describe SRHR indicators in educational programmes in health care, police, legal and social work higher education in Sweden. A text-based analysis was conducted of written material from all educational programmes in law, midwifery, nursing, occupational therapy, physiotherapy, police work, psychology, social work and undergraduate medicine (93 educational programmes at 27 universities and university colleges). Representation of different SRHR indicators varied, but most were poorly covered in the educational programmes. Existing educational programmes lack comprehensiveness in their coverage of SRHR and are unequal both within and between the professions and universities. This situation creates the risk of inequalities in SRHR competence and suggests that needs within this field may be unmet. There is an urgent need therefore to enhance the presence of SRHR in health care, social work and law enforcement education in Sweden. 相似文献
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Organizations tend to be guided by a rationality/emotionality duality in which rational behavior is privileged over emotional behavior. Consequently, emotions in organizations have historically been undervalued in favor of rationality. Despite the privileging of rationality, however, organizations are emotion-laden environments. The present study uses sensemaking theory to explore how employees manage the rationality/emotionality duality in the workplace. Using a qualitative analysis of 38 emotional experiences derived from 19 interviews, it was found that participants accept the duality by orienting toward emotions that are associated with the disruption or enhancement of “rational” business practices. Further, participants tended to reinforce the dichotomy by carefully controlling their emotions in organizations through denial of emotions, reframing their experiences, by rationally reciting their emotional experiences, or by relegating emotions at work to appropriate time and place. 相似文献
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LGBT Outreach Center (LOC) faces the difficult task of marketing outreach services to lesbian, gay, bisexual, and transgender (LGBT) individuals in a conservative rural/urban center. Creating internal messages that support the LGBT identity is critical to organizational member support. However, presenting external messages to a community-at-large that tends to be unsupportive of LGBT individuals is daunting. Focus groups identified obstacles to outreach and fundraising. Recommendations are provided for LGBT outreach centers in conservative areas. 相似文献
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Rebecca L. Matz Edward D. Rothman Joseph S. Krajcik Mark M. Banaszak Holl 《科学教学研究杂志》2012,49(5):659-682
Laboratories have been a cornerstone in teaching and learning across multiple scientific disciplines for more than 100 years. At the collegiate level, science laboratories and their corresponding lectures are often offered as separate courses, and students may not be required to concurrently enroll in both. In this study, we provide evidence that enrolling in an introductory laboratory concurrently with the corresponding lecture course enhances learning gains and retention in comparison to students who enroll in the lecture alone. We examined the impact of concurrent versus nonconcurrent enrollment on 9,438 students' withdrawal rates from and final grades in the general chemistry lecture at the University of Michigan at Ann Arbor using multiple linear and binary logistic regression analyses, respectively, at a significance level of 0.05. We found that concurrent enrollment in the lecture and laboratory positively impacts (1) the odds of retention in the lecture by 2.2 times on average and (2) final lecture grades by up to 0.19 grade points on a 4.0 scale for the lowest‐scoring students according to university‐level mathematics and chemistry placement exam scores. These data provide important results for consideration by curriculum advisors and course planners at universities that do not require concurrent enrollment in general chemistry as well as other science courses. In the face of current budget cuts that threaten to shorten or eliminate laboratory experiences altogether at multiple educational levels, this study demonstrates the value of laboratories in promoting science learning and retention. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 659–682, 2012 相似文献
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