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Educational Assessment, Evaluation and Accountability - 相似文献
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Teacher Evaluation, Leadership and Learning Organizations 总被引:1,自引:0,他引:1
Douglas R. Davis Chad D. Ellett Joyce Annunziata 《Journal of Personnel Evaluation in Education》2002,16(4):287-301
This article presents the argument that meaningful teacher evaluation in schools can be an important catalyst for organizational learning and school improvement when it is linked to broader conceptions of leadership in schools. A state-of-the-art teacher evaluation, assessment and professional growth system is described and the manner in which this system is linked to leadership density, organizational learning, and school improvement is detailed. Findings from two contrasting case studies of schools implementing this new system are presented and implications of the findings for linking teacher evaluation systems, newer conceptions of school leadership, and school improvement are described. 相似文献
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Merilyn Gladys Carter Valentina Klenowski Christina Chalmers 《The Australian Educational Researcher》2015,42(5):595-611
The Australian Curriculum identified seven General Capabilities, including numeracy, to be embedded in all learning areas. However, it has been left to individual schools to manage this. Whilst there is a growing body of literature about pedagogies that embed numeracy in various learning areas, there are few studies from the management perspective. A social constructivist perspective and a multiple case study approach were used to explore the actions of school managers and mathematics teachers in three Queensland secondary schools, in order to investigate how they meet the Australian Curriculum requirement to embed numeracy throughout the curriculum. The study found a lack of coordinated cross-curricular approaches to numeracy in any of the schools studied. It illustrates the difficulties that arise when teachers do not share the Australian Curriculum cross-curricular vision of numeracy. Schools and curriculum authorities have not acknowledged the challenges for teachers in implementing cross-curricular numeracy, which include: limited understanding of numeracy; a lack of commitment; and inadequate skills. Successful embedding of numeracy in all learning areas requires: the commitment and support of school leaders, a review of school curriculum documents and pedagogical practices, professional development of teachers, and adequate funding to support these activities. 相似文献
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Gladys Sterenberg 《Journal of Mathematics Teacher Education》2008,11(2):89-105
Research suggests that understanding new images of mathematics is very challenging and can contribute to teacher resistance.
An explicit exploration of personal views of mathematics may be necessary for pedagogical change. One possible way for exploring
these images is through mathematical metaphors. As metaphors focus on similarities, they can be used to express already-held
perceptions about the nature of mathematics. In addition to providing a way of talking about current views of mathematics,
the analogous dimensions of metaphors can prompt new ways of thinking about these images. In this article, I consider the
use of metaphors as a strategy for explicating elementary teachers’ views of mathematics. I claim that the investigation of
metaphors of mathematics helped create a shared communicative space and enhanced the quality of the discussion with the teachers.
In particular, our exploration of the metaphor mathematics is a language encouraged a consideration of the humanistic dimensions of mathematics and contributed to a varied re-imaging of mathematics. 相似文献
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