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91.
Organizations wield great power over the structure of contemporary life. Using the rhetorical method of cluster analysis, we investigated the construction of work/life issues on Web sites of companies on Fortune's 2004 list of “100 Best Companies to Work for.” By identifying key terms and the terms that clustered around them, we uncovered a corporate ideology of work/life: 1) work is the most important element of life; 2) life means family; 3) individuals are responsible for balance; and 4) organizations control work/life programs. We conclude that organizational work/life programs may increase, rather than decrease, the amount of control organizations exercise over personal life. We explore the implications of this finding as well as directions for future research. 相似文献
92.
The currently influential model for information and communication technologies for development (ICT4D) is based on increasing the well-being of the poor through market-based solutions, and by using low-cost but advanced technologies. Using ethnographic methods, we chart out the contradictions that could arise when such a development-through-entrepreneurship model is implemented. We examine the Akshaya project, a franchise of computer-service kiosks in Kerala, India, which strives simultaneously for social development through access to computers and financial viability through cost recovery and entrepreneurship. We show that tensions within the state and among entrepreneurs and perceptions of public versus private among consumers make it challenging to meet the twin goals of commercial profitability and social development. 相似文献
93.
Henry T. De la Beche (1796–1855) began his geological career within an elite circle (Geological Society of London, 1817; FRS,
1819), collaborating with influential gentlemen geologists and publishing original research. When his independent income dwindled,
De la Beche managed to secure governmental funding for his mapping projects. This led to recognition of the Geological Ordnance
Survey (1835) with De la Beche as director. However, De la Beche’s most influential role emerged from his unique position
of successfully bridging the privileged circle of gentlemen geologists and the working class of emerging professionals. Henry
De la Beche advocated education and knowledge of the Earth for all social classes. He used his government influence to lobby for the establishment of facilities and organizations dedicated
to geology’s growing professionalization and popularization. The Museum of Practical Geology, School of Mines, and Mining
Records Office were founded largely through his efforts, and each included educational components. De la Beche believed that
geological instruction should transcend social boundaries, and thus he was an early advocate for the instruction of lower
classes. Henry De la Beche can be acknowledged as an early champion of geological literacy for the general population. 相似文献
94.
Renee M. R. Moran 《Educational Studies A Journal of the American Educational Studies Association》2017,53(2):178-193
The use of student achievement data to evaluate an individual teacher's effectiveness has become a new focus in educational policy. This article focuses on the underresearched teacher perception of this new policy measure. Drawing on ethnographic research procedures, this article explores how first-grade teachers in one state navigated a new high-stakes teacher evaluation system. Although the results indicate that teachers have a desire for accountability, findings also show a variety of beliefs on the validity of teacher evaluation, as well as differing applications of scoring measures across school contexts. 相似文献
95.
Graham Parr Scott Bulfin Renee Castaldi Elisabeth Griffiths Charmaine Manuel 《Cambridge Journal of Education》2015,45(2):133-148
Standards-based reforms of education favour narrow forms of teacher professional learning tied to generic standards and pre-determined, measurable outcomes. In high-stakes accountability-driven environments, in schools and initial teacher education programs, educators are rarely encouraged to inquire into their work and professional identities through narrative writing. This article describes and analyses an assessment task in a pre-service teacher education course wherein students explore dialogic forms of critical autobiographical writing as part of an ongoing process of examining and clarifying their views and values about English teaching. Drawing on Cavarero, we argue that the writing these preservice teachers do provides a space for them to negotiate ‘what’ and ‘who’ narratives as they journey to become English teachers. Their writing productively grapples with generic ‘what’ stories such as what standards documents attempt to tell about English teaching, and the ‘unrepeatable uniqueness’ of ‘who’ stories developed out of their individual cultural, educational and linguistic difference. 相似文献
96.
The use of social media is a societal trend influencing the way that individuals communicate with and relate to one another. Moreover, Facebook use may facilitate or hinder individuals' relationship growth and development. The purpose of this article is to (a) review research examining Facebook usage and interpersonal relationships, (b) present qualitative insight into the Facebook experiences of college students (N = 16) from a large southeastern university, and (c) offer implications for college counselors. 相似文献
97.
Rosemary Clerehan Giselle Kett Renee Gedge Juhani E. Tuovinen 《The Internet and Higher Education》2003,6(4):327-346
Traditionally, students attending university have received support for their assignment writing within a face-to-face framework. Academic writing support delivered via the Internet needs to be rendered in very subject-specific terms for the resource to be perceived as valuable. This paper reports on a project involving writing support staff and a computer science subject leader to develop and evaluate a Web-based academic skills tutorial. The tutorial sought to provide online learning support for interpreting an information technology (IT) assignment topic, extracting information from sources, and integrating the material into a report with the support of online lexical tools. The evaluation sought to determine whether the students found the resource helpful, if improvements were still required, and what implications there were for integrating the resource with subject teaching. Students perceived most value in those sections of the resource that provided them with examples and models, and least in those that required them to engage in interactive activity. 相似文献
98.
99.
The Dyslexia Pilot Project provided funding to school districts to implement a multitiered system of support (MTSS) framework for the prevention, early identification, and early intervention of reading difficulties. This article describes the evaluation of the multiyear Dyslexia Pilot Project for students in kindergarten through Grade 2. The evaluation extended a conceptual model for evaluating the systems effects of an MTSS for reading by including a cost-effectiveness analysis. The results indicate that mean rates of improvement on Dynamic Indicators for Basic Early Literacy Skills Next curriculum-based measures for students in participating schools exceeded the expected rates of improvement based on benchmark norms. This reduction in risk precluded the need for more intensive, individualized, and costly interventions and specialized educational services. Implications of the findings and future directions are discussed. 相似文献
100.
Marielle Simon Renee Forgette-Giroux 《Assessment in Education: Principles, Policy & Practice》2000,7(1):83-100
Among the various alternative approaches to student evaluation, portfolio assessment has been shown to have considerable potential in terms of its use in the evaluation of higher-order, cross-curricular skills. Despite this favourable outlook, it may nevertheless remain a passing fad due to the lack of a conceptual content selection framework and difficulties surrounding its implementation within the classroom setting. The present study reports on the conceptual issues that arose when a generic content framework was used to guide the selection of entries for assessment purposes. The framework proposed the systematic collection of evidence of the cognitive, affective, behavioural, metacognitive and developmental dimensions of students' mastery of a specific competency. Data were drawn from 11 case-studies of portfolio applications by teachers from eastern Ontario, Canada. It was found that the effective integration of the portfolio into teaching and assessment practices depended largely on the flexibility of the framework and, to some extent, on the type of training or support provided to the teachers. 相似文献