全文获取类型
收费全文 | 163篇 |
免费 | 0篇 |
专业分类
教育 | 138篇 |
科学研究 | 2篇 |
各国文化 | 1篇 |
体育 | 7篇 |
文化理论 | 1篇 |
信息传播 | 14篇 |
出版年
2022年 | 1篇 |
2020年 | 2篇 |
2019年 | 2篇 |
2018年 | 3篇 |
2017年 | 13篇 |
2016年 | 6篇 |
2015年 | 10篇 |
2014年 | 1篇 |
2013年 | 42篇 |
2012年 | 5篇 |
2011年 | 3篇 |
2010年 | 7篇 |
2009年 | 1篇 |
2008年 | 8篇 |
2007年 | 5篇 |
2006年 | 3篇 |
2005年 | 4篇 |
2004年 | 6篇 |
2003年 | 3篇 |
2002年 | 5篇 |
2001年 | 7篇 |
2000年 | 3篇 |
1999年 | 3篇 |
1998年 | 2篇 |
1997年 | 1篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1994年 | 2篇 |
1992年 | 2篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1984年 | 2篇 |
1981年 | 1篇 |
1979年 | 1篇 |
1976年 | 1篇 |
排序方式: 共有163条查询结果,搜索用时 15 毫秒
41.
42.
This article explores how an experienced teacher navigates the demands of curriculum to implement her inquiry-centered teaching and learning philosophy, and how administrators along the way supported her during this change. Interviews with this classroom teacher surface suggestions for twenty-first-century professional development and support, including the development of equitable, intellectual, and trusting relationships between teachers and administrators, attitudes of curiosity and availability on the part of administrators, and the use of documentation to provide evidence and visibility of meaningful teaching and learning. This article invites teachers interested in change and administrators committed to supporting competent teachers to consider the strategies proposed. 相似文献
43.
Meghan J. Pifer Vicki L. Baker Laura G. Lunsford 《International Journal for Academic Development》2015,20(2):178-192
In this article, we consider the role of departmental contexts and relationships in faculty work within liberal arts colleges. Knowledge about how departmental networks relate to success and satisfaction may inform the work of those who support faculty work in liberal arts colleges, as well as other institution types. Analysis of quantitative and qualitative survey data from faculty members at 13 liberal arts colleges in the US suggests that informal departmental relationships influence faculty experiences. Findings suggest that departmental leaders and colleagues are sources of professional development and support, but that counter-productive behaviours interfere with such support and foster negative workplace cultures. 相似文献
44.
45.
46.
47.
Vicki Mather 《Research in Science Education》1994,24(1):226-235
One of the requirements of the New Zealand Curriculum Framework (Ministry of Education, 1993a) is that all curricula developed
in New Zealand must be gender inclusive. Developers of the recently released science curriculum, and the draft technology
curriculum, have responded to this requirement in different ways. In this paper I discuss a theorisation of the term ‘gender
inclusive’ within national curriculum development generally, and explore and analyse these different responses within the
specific context of the science and technology curriculum developments. Particular emphasis is placed on the historical difference
between science education and technology education in New Zealand schools, and on the impact theoretical discourses have on
the way in which terms such as ‘gender inclusive curricula’ are conceptualised, and viewed as appropriate, or not, for specific
purposes.
Specializations: feminist theory, science education, technology education, technology curriculum development. 相似文献
48.
Vicki Donne 《TechTrends》2012,56(2):31-36
The present study reports on action research conducted using a resource wiki. Participants included 48 certified teachers
and pre-service teachers enrolled in a face-to-face graduate course supplemented with online activities. Data collected include
student reflections that indicate the use of a wiki at the university level is a feasible means of online collaboration, facilitates
constructing new knowledge, and provides a medium of modeling technology integration into the classroom. 相似文献
49.
The development of effective strategies for planned change presents a challenge to an organization operating in a modern, complex society. A change agency often faces two barriers to the diffusion of innovations —the lack of direct contact with individual receivers on a daily basis, and limited and perhaps shrinking resources. Two strategies which help a change agency address these barriers are: a) the use of co‐change agencies in innovation development and b) the diffusion of innovations through other organizations at the system‐receiver level. The use and effectiveness of these modifications to the traditional diffusion model are illustrated in the development and diffusion of a health education program called Foods for Health. 相似文献
50.