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41.
ABSTRACTThis paper reports on a study of how liminality relates to the facilitation of reflective practice in professional education. Liminality refers to sites and positions that exhibit 'in-betweenness', or bordering positions, that might draw together different institutional conditions. The present project aims to examine the role of liminality in professional educational practice with a specific focus upon how liminality may support student reflection. Using a qualitative and comparative research approach, we analysed interview and observational data from police education and a medical programme. Observations and interviews explore practices of collective interactional (and hence observable) reflection at sites that are characterised by ‘betweenness’ of work and education. Findings indicate that situations that afford reflection are characterised by a sense of undeterminedness in terms of either the subject, space or activity. Thus, we conclude that there is some evidence that liminality affords reflection, but also that liminality and underminedness are fragile states that are not easily organised in a professional education curriculum. 相似文献
42.
Over the last 30 years, Chile and Mexico have been implementing neoliberal policies to reform their higher education systems. This report compares the development and impact of those policies within three main areas in both countries, namely: (1) trends and characteristics of the growing private higher education sector, (2) commercialisation and business-like trends that private academia is experiencing and, finally, (3) it discusses how all this has created tensioning situations with assessment and accrediting agencies to ensure quality in their private higher education systems. This study shows that private higher education is facing the following challenges in both nations: (1) an uncritical implementation of neoliberal policies, (2) that there is a very unregulated legislation that has allowed many private institutions to profit within loopholes in the law, (3) that quality has become a central concern and some of the mechanisms applied to correct it have not been effective, showing a lack of a comprehensive system of quality assessment, and (4) that enrolment has grown but with several mismatches that challenge the initial goal of advancing economic development through human resources capacities. Alternative policies are discussed. 相似文献
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Florence Chang Gisele Crawford Diane Early Donna Bryant Carollee Howes Margaret Burchinal Oscar Barbarin Richard Clifford Robert Pianta 《Early education and development》2007,18(2):243-269
The current study examined the social and language development of 345 Spanish-speaking pre-kindergartners who attended pre-kindergarten programs that varied widely in how much Spanish was spoken in the classroom by the teacher. Previous studies on English language learners have focused on how the language of instruction impacts children's language proficiency, ignoring the context in which children are learning. The current study found better social skills and closer teacher—child relationships in classrooms where teachers spoke some Spanish. Teacher ratings of children's peer social skills and assertiveness were positively associated with increased amounts of Spanish being spoken. More Spanish language use in the classroom was also related to a decrease in children's likelihood of being victims of aggression as rated by independent observers. The findings have implications for better understanding how policy decisions regarding language of instruction impact children in the social domain. As early education programs are faced with the challenging task of developing best practices for English language learners, it is essential that programs are attentive to the social implications of language. 相似文献
44.
Oscar A. Barbarin Diane Early Richard Clifford Donna Bryant Pamela Frome Margaret Burchinal 《Early education and development》2013,24(5):671-701
Research Findings: This study analyzed the school readiness beliefs of parents of 452 children from public pre-kindergarten and the relations of these beliefs to socioeconomic status and children's readiness skills. Parents conceived readiness largely in terms of the ability to name objects, letters, or numbers, but few included inferential skills. Readiness beliefs were related not to socioeconomic status but to ethnicity. Readiness beliefs about the importance of independence, social competence, nominal knowledge, and inferential skills were related in expected ways to children's skills. Practice or Policy: Infrequent inclusion of inferential skills among parents' readiness beliefs may not bode well for children. Informational programs for parents about the critical role of higher order cognitive skills and ways to promote them are needed. 相似文献
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Media managers are facing the challenge of navigating their organizations through a series of extensive changes involving economic, editorial, and technological challenges. Media managers need to develop a better understanding of user behavior and demand. This article addresses the news media landscape and the dynamics at play between print and online media, departing from an elaboration on theories of displacing and complementing effects. The empirical journey focuses on changes over time with regard to how people make use of evening tabloids through print and online. A dataset that comprises annual postal-based surveys carried out from 1998 to 2009 is used for the analysis. The results show an historical change regarding the usage patterns of evening tabloids. First, online news, in general, has acquired a stronger position among users over time, at the expense of the readership of printed evening tabloids. Second, with regard to the interrelated roles of print and online news sites, the latter constitute the primary channel for users—in particular, among 16- to 49-year-olds. Third, gender has the strongest complementing effect, as men are distinguished users of both print and online news. When it comes to explaining displacing effects, these take place among the more highly educated, and the smallest displacing effects are found among 50- to 85-year-olds. The results illustrate the complex dynamics at hand with regard to simultaneous displacing and complementing effects, which nurtures sage managerial implications. 相似文献
47.
Oscar Espinoza 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):343-363
Background Over the past four decades there have been a number of controversies arising from the discussion of ‘equity’ and ‘equality’. These concepts are often invoked by policy analysts, policy-makers, government officials and scholars in order to justify or critique resource allocation to different levels of the educational system. Purpose By creating a new equality–equity goal-oriented model, which allows the combination of different dimensions for each concept with different stages of the educational process, this paper aims to achieve two purposes: (1) to clarify among researchers, educators, evaluators, policy analysts, and policy-makers the notions of ‘equality’ and ‘equity’; and (2) to encourage researchers and evaluators to critically examine and synthesize equality/equity-based research. Sources of evidence A review of the literature concerning the meaning, goals and assumptions of the concepts ‘equity’ and ‘equality’, and their implications for social and public policy, is presented. Main argument A survey of recent and earlier debates on ‘equity’ and ‘equality’ among scholars and researchers reveals disagreement and confusion about what those concepts really mean and what they involve in terms of goals and results. It is debatable whether we can have ‘equity’ and ‘equality’ in a society that prioritizes efficiency in resource management over social justice. Certainly, such questions have shaped and guided many discussions and theoretical debates among scholars, policy analysts and policy-makers. Conclusions Most of the definitions of ‘equity’ and ‘equality’ are frequently used by many researchers, evaluators, policy-makers, policy analysts, scholars and educators as if they were interchangeable. Instead of arguing for a unique or simple conception of ‘equity’ and ‘equality’, a set of definitions of those concepts as well as a discussion related to theoretical and policy issues associated are presented. In order to avoid that confusion, the equality–equity model developed in this paper suggests several new directions for analysis and research. It provides some ideas about how ‘equity’ (i.e. ‘equity for equal needs’, ‘equity for equal potential’ and ‘equity for equal achievement’) and ‘equality’ (i.e. ‘equality of opportunity’, ‘equality for all’ and ‘equality on average across social groups’) could be treated and measured in future research in relation to different features of the educational process (availability of resources, access, survival, output and outcome). 相似文献
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ln this article,we attempt to see Human Resource Development(HRD), and everything that could be called HRD, as it currently exists in U.S. organisations, and to understand its emergence from narrow, fragmented, and mechanical conceptualizations to more holistic ones. It is our view that any intentional organisational activity centered on human development, whether on individual development or on the development of cultures that enable individuals to work together effectively, could legitimately be seen as HRD. This view of HRD, we further believe, enables us to see more fully what is happening and why. Later in this paper, we will offer a definition of the field that is consistent with this comprehensive conceptualization. 相似文献
50.
On investigation of Union College, a two‐year college in New Jersey, it was discovered that senior citizens failed to take advantage of free college classes, for deep‐seated psychological as well as logistical reasons. In 1979, the college launched a program of bringing classes to older Americans in their own settings (Y's, churches, senior housing complexes, etc.) in subjects and at times of their own choosing. Clearly meeting a great need, the program expanded until it reached nearly 600 students in 25 classes. Success is in large part due to the work of skilled, compassionate teachers. An ongoing teacher‐training regime with emphasis on gerontology keeps them abreast of new techniques and ensures a continuing exchange of ideas. In the course of this training, it has become evident that much remains to be learned about education and the older adult. As a consequence, a joint research project of Union College and the Rutgers University Institute of Aging has been planned, with the Union College classes serving as a field test of the program and more generally of the impact of education on older Americans. 相似文献