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31.
Nichole Pinkard Sheena Erete Caitlin K. Martin Maxine McKinney de Royston 《学习科学杂志》2017,26(3):477-516
Women use technology to mediate numerous aspects of their professional and personal lives. Yet, few design and create these technologies given that women, especially women of color, are grossly underrepresented in computer science and engineering courses. Decisions about participation in STEM are frequently made prior to high school, and these decisions are impacted by prior experience, interest, and sense of fit with community. Digital Youth Divas is an out-of-school program that uses narrative stories to launch the creation of digital artifacts and support non-dominant middle school girls’ STEM interests and identities through virtual and real-world community. In this article, we discuss the framework of the Digital Youth Divas environment, including our approach to blending narratives into project-based design challenges through on- and offline mechanisms. Results from our pilot year, including the co-design process with the middle school participants, suggest that our narrative-centered, blended learning program design sparks non-dominant girls’ interests in STEM activities and disciplinary identification, and has the potential to mediate girls’ sense of STEM agency, identities, and interests. 相似文献
32.
The Youth Olympic Games (YOG) were introduced and officially inaugurated in Singapore in 2010, constituting the first new Olympic event to be staged since the 1924 Winter Olympic Games. The structure of the YOG is based on the model of the European Youth Olympic Festival, which was introduced three decades ago. Being a new international sports event targeting young athletes, a major innovation of the YOG is its unique Culture and Education Programme (CEP). To date, very little literature deals with the CEP and its influence on the athletes' overall experience. Thus, the objective of this study was to give a deeper insight into the athletes' perception of the CEP. A survey of 662 participating athletes as well as 6 focus groups with 43 athletes was conducted during the first 2012 Winter Youth Olympic Games in Innsbruck, Austria. The results of the focus groups corroborated the results of the survey: young athletes participating in the CEP liked it very much; nevertheless, the tight training and competition schedule represented an issue for many athletes. The findings of this study underline the necessity to plan the CEP more carefully and to raise interest in the CEP among coaches and Chefs de Mission. 相似文献
33.
In his American University address, Kennedy employed epideictic progression, a pedagogical process drawing upon dissociation and epideictic norms to convince listeners, gradually, to embrace a new vision—in this case, a world in which a test-ban treaty with the U.S.S.R. was possible. To do so, Kennedy's words: (1) united the audience behind the value of “genuine peace”; (2) humanized the Soviets as worthy partners in genuine peace; (3) established the reality of the Cold War and the credibility of U.S. leadership; and (4) connected lessons on genuine peace to domestic civil rights. 相似文献
34.
Maxine Stephenson 《Journal of educational administration and history》2009,41(1):11-27
Maori women teachers in nineteenth‐century New Zealand have been little acknowledged in educational histories, and indeed, in some instances their contributions have been explicitly nullified. Those who have taken leadership roles have been no more visible. This article examines the silencing and exclusion from educational history of a young Maori woman who was both a teacher and a community leader during this period. It identifies the various points at which her role was silenced and suggests that such silencing is a reflection of her position as woman and as Maori, in a missionary/colonial context. In telling her story, this article (re)instates Maata Patene to a position of leadership and agency in the history of New Zealand education. 相似文献
35.
Maxine Gallander Wintre Barry Dilouya S. Mark Pancer Michael W. Pratt Shelly Birnie-Lefcovitch Janet Polivy Gerald Adams 《Higher Education》2011,62(4):467-481
The present study investigates the characteristics which differentiate between first-year university students who maintain
their high school averages (Maintainers: n = 165) and those whose averages decrease at least one letter grade (Decliners: n = 435). The 600 students entered first year at one of six Canadian Universities, which varied in size and ethnic diversity.
Data were collected in August, prior to the start of school, and in November of first year. Multivariate analyses indicated
significant group differences between Maintainers and Decliners on familial variables (gender, fathers’ education level, but
not family income, parental reciprocity, parental support or immigrant/generational status), psychological well-being (perceived
stress in August and November, and November depression, self-esteem and health), and university adjustment (university plans,
transition perception, time management and university adaptation). The current study addresses a gap in the existing academic
achievement literature, while providing practical information to students, parents, and educators involved in the transition
to university. 相似文献
36.
37.
kihana miraya ross Na’ilah Suad Nasir Jarvis R. Givens Maxine McKinney de Royston Sepehr Vakil Tia C. Madkins 《Equity & Excellence in Education》2016,49(1):85-99
ABSTRACTThis article examines the teaching philosophies of Black male teachers of Black male students in manhood development classes in a district-wide program in Oakland, California. Drawing on observations and instructor interview data, we explore the teachers’ histories, teaching philosophies, and the trajectory of their racial-educational understandings. We utilize Gramsci's (1971) theory of the organic intellectual, Mills’ (1997) and Leonardo's (2013) theories of the subperson and substudent, and Dumas’ (2014) notion of Black suffering to theorize the ways that race comes into play in the teaching of African American male students. We find that racialization and re-humanization are key to instructors’ teaching, and we identify two key aspects of their teaching philosophies: (1) Humanization/Love and (2) Reciprocity. 相似文献
38.
Internships are now widely promoted as a valuable means of enhancing graduate employability. However, little is known about student perceptions of internships. Drawing on data from a pre-1992 university, two types of graduate are identified: engagers and disengagers. The engagers valued internship opportunities while the disengagers perceived these roles as exploitative and worthless. Few were able to distinguish paid, structured internship opportunities from unpaid, exploitative roles. We conclude that higher education institutes need to be more proactive in extolling the value of paid internships to all students and not just those most likely to engage with their services. 相似文献
39.
40.
Federal law mandates that universities reveal their graduation rates purportedly to inform policy makers and constituencies about efforts to support educational attainment for students and athletes. These rates are widely used to compare universities. Analysis of 10 years of graduation rates across all major athletic programs concludes that graduation rates alone are insufficient and misleading unless they account for the widely varying constituencies served by different universities. Constituency factors include university mission, admission restrictions, and institutional wealth. Universities with more selective admission policies graduate both students and athletes at higher rates, although their athletes graduate at lower rates, relative to their student cohorts. This research assesses: (1) athlete educational attainment, (2) the impact of athletic success and (3) the relationship between admission selectivity and educational attainment. The results provide implications for across-university policies and suggest a method for identifying universities that model the bifurcated goal of academic and athletic excellence. 相似文献