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41.
In this study, 86 mental health professionals employed in university counseling centers in the United States were surveyed on their attitudes toward discussing religious and spiritual topics and toward using religious and spiritual practices in counseling. These participants viewed the use and discussion of spiritual topics/practices more favorably than the use and discussion of religious topics/practices. Differences in attitudes toward specific topics and practices are reported, as are implications for practice. 相似文献
42.
Becky Taylor Becky Francis Nicole Craig Louise Archer Jeremy Hodgen Anna Mazenod 《British Journal of Educational Studies》2019,67(1):5-24
Research has consistently shown ‘ability’ grouping (tracking) to be prey to poor practice, and to perpetuate inequity. A feature of these problems is inequitable and inaccurate practice in allocation to groups or ‘tracks’. Yet little research has examined whether such practices might be improved. Here, we examine survey and interview findings from a large-scale intervention study of grouping practices in 126 English secondary schools. We find that when schools are encouraged to allocate students and move them between groups according to equitable principles by participation in a ‘best practice’ intervention, there is some increased equity of practice (i.e. a reduction in non-attainment factors used in allocation). However, the majority of schools continue to use subjective and potentially biased information to group students. Furthermore, some schools that claim to be using attainment setting appear to be using the inequitable practice of streaming. Our findings show that improvements in equity are constrained by operational and strategic factors, including timetabling, finance, and teachers’ values and beliefs relating to student ability and progression. We suggest strategies for encouraging schools to change their grouping practices, drawing on approaches for working with complex organisations. 相似文献
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44.
J. Andrew Archer 《Community College Journal of Research & Practice》2013,37(1):75-85
Virginia Western Community College (VWCC) conducted a two‐year follow‐up of its developmental mathematics students. The students left a statistical path that led to some important implications about the efficiency of VWCC's program and that identified some variables and relationships that other developmental educators may want to investigate. Some major findings were: (1) Blacks and males enrolled in and failed developmental mathematics at significantly higher rates than whites and females. (2) Female instructors exhibited significantly higher pass rates than male instructors, and there appeared to be an interaction between the sex of the instructors and the sex of the students. (3) The developmental program effectively prepared its graduates for all of the college level mathematics courses except business mathematics. (4) The pass rates of the developmental teachers varied significantly, but there was no correlation between their pass rates and the college level success rates of their graduates. 相似文献
45.
Becky Francis Louise Archer Julie Moote Jen de Witt Lucy Yeomans 《British Journal of Sociology of Education》2017,38(8):1097-1110
Hyper-femininity and the construction of the ‘girly girl’ label have been documented widely, but there has been less attention to their content (or any distinctions between these constructs). Indeed, it can be argued that the content of femininity remains a controversial and somewhat under-researched topic in feminist scholarship. This is also the case in relation to science, which has been widely characterised as a masculine terrain, but there has been less attention to why femininity is excluded from/by science. This article attempts to unpick some of these issues, with a particular focus on the construct of the ‘girly girl’, in relation to access to science. Drawing on qualitative data from the Economic and Social Research Council-funded ASPIRES 2 project, we analyse the discourses used by young people and parents in discussion of ‘girly girls’ and physics. We show the misogynist and excluding discourses projected onto the ‘girly girl’, and indeed that are used to interpolate femininity more broadly. We found that in discussions of science and (hyper-)femininity, even potentially positive feminine attributes were denigrated. Hyper-femininity was produced as ‘more than lack’: vacuous, but also a risible presence. In reflecting on our findings we consider whether femininity may be more derided in some discursive contexts (e.g. science discourse) than others, and whether femininity can or should be conceived as more than lack. 相似文献
46.
Eileen Wood Domenica De Pasquale Julie Lynn Mueller Karin Archer Lucia Zivcakova Kathleen Walkey 《The Reference Librarian》2013,54(3):182-204
The relative contributions of expertise in search skills and domain knowledge were examined when using the Internet to find information. Four conditions were compared: expert searchers/high domain knowledge; expert searchers/low domain knowledge; novice searchers/high domain knowledge; and novice searchers/low domain knowledge. Search outcomes and verbal protocols were analyzed. The combination of search expertise and high domain knowledge yielded the most efficient searches. Higher search expertise yielded access to sites rated more accurate and credible. High domain knowledge yielded sites rated more thorough. Verbal protocols depicted searching as a complex decision process. Findings have implications for instructional support. 相似文献
47.
Although prior research clearly shows that toddlers have difficulty learning from video, the basis for their difficulty is unknown. In the 2 current experiments, the effect of social feedback on 2-year-olds' use of information from video was assessed. Children who were told "face to face" where to find a hidden toy typically found it, but children who were given the same information by a person on video did not. Children who engaged in a 5-min contingent interaction with a person (including social cues and personal references) through closed-circuit video before the hiding task used information provided to find the toy. These findings have important implications for educational television and use of video stimuli in laboratory-based research with young children. 相似文献
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49.
Joanne Archer Ann M. Hanlon Jennie A. Levine 《The Journal of Academic Librarianship》2009,35(5):410-420
Primary source research requires students to acquire specialized research skills. This paper presents results from a user study testing the effectiveness of a Web guide designed to convey the concepts behind “primary source literacy”. The study also evaluated students' strengths and weaknesses when conducting primary source research. 相似文献
50.
'Widening participation' and increasing student diversity are currently key concerns across the higher education sector, and particular attention has been drawn to the persistent under-representation of working-class students within British universities. It is thought that widening participation in higher education (HE) can result in a number of social and economic benefits, at a national level, for under-represented social groups and for individual participants. Less is known about the viewpoints and understandings of working-class non-participants, such as whether 'official' perceptions regarding the value of HE are shared or contested. Focus group discussions were conducted with 109 non-participant Londoners, aged between 16 and 30 years, from a range of working-class backgrounds. Findings focus upon non-participants' constructions of risks, costs and benefits during application, participation and graduation. These perceptions of 'value' are discussed with relation to widening participation strategies amongst ethnically diverse 'working class' groups. 相似文献