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Conclusion Considering the technology gender gap that exists today, there can be no doubt that our current educational system is not
engaging female students in technology or awakening them to possibilities of the technology industry as a career. Females
are not afraid of computers or lack the ability to master computer skills, but they find the computer environment objectionable
(http : / / www.aauw.org/2000/ techsavvybd.html). Several factors within the educational system heighten these objections
and impede female progression through technology classes. It is these factors that our educational system must address.
Single-sex computer classes offer female students the educational advantages of learning in a comfortable, non-threatening
classroom environment where they are encouraged to enthusiastically participate in classroom discussions and activities (Kumagi,
1995). In these classes, curriculum may be adjusted to reflect the need females to see computers as productivity tools (Caplice,
1994). As a result of positive experiences gained while attending single-sex computer classes, females are more likely to
pursue higher level computer classes.
Although it is possible to argue that single-sex computer classes do not mirror the real world females must contend with once
outside the classroom, they are, however, effective interim interventions to enable females to lessen the current technology
gap (Kumagi, 1995). 相似文献
3.
Peter Swain 《国际体育史杂志》2017,34(7-8):498-516
This paper outlines the transition from football games played for occasional amusement to a system of organized football clubs playing regular matches in Lancashire in the mid-nineteenth century. This was led by young men of an emerging Lancashire leisured class being, in the main, the public school educated sons of the northern county’s commercial and industrial elite. These families had accumulated sufficient wealth, especially in the first half of the nineteenth century, to exempt a considerable part of their population from work both at weekends and during the normal working week with football becoming an act of conspicuous consumption. Three case studies of individual clubs and leading individuals within those clubs are presented with detailed archival research carefully avoiding the teleology implicit in much historical writing of the past. It also swells the paucity of good historical material about the organization of sport at levels below national bodies. In so doing, it aims to illuminate some of the shadows in the big picture of the evolution of sport and leisure in Lancashire and Britain itself while informing the ongoing orthodox/revisionist debate into the origins of football in the nineteenth century. 相似文献
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This paper proposes an adaptive scheme of designing sliding mode control (SMC) for affine class of multi-input multi-output (MIMO) nonlinear systems with uncertainty in the systems dynamics and control distribution gain. The proposed adaptive SMC does not require any a priori knowledge of the uncertainty bounds and therefore offers significant advantages over the non-adaptive schemes of SMC design. The closed loop stability conditions are derived based on Lyapunov theory. The effectiveness of the proposed approach is demonstrated via simulations considering an example of a two-link robot manipulator and has been found to be satisfactory. 相似文献
6.
Tertiary Education and Management - Gray, C., Swain, J., and Rodway-Dyer, S. (2014). Student voice and engagement: connecting through partnership. Tertiary Education and Management, 20(1), pp.... 相似文献
7.
The Resources and Strategies Boys Use to Establish Status in a Junior School without Competitive Sport 总被引:1,自引:1,他引:1
Jon Swain 《Discourse: Studies in the Cultural Politics of Education》2002,23(1):91-107
The data in this paper comes from an ethnographically based study of Year 6 (10-11-year-old) boys in an English junior school. It investigates the resources and strategies used and created by the boys to classify themselves, and to construct and perform their masculinity in a tightly regulated school where competitive sport (including playground football) is prohibited for the majority of the school year. The paper considers the relationship between the formal school culture and informal pupil culture, and, in particular, the options open, limited and closed to the boys to construct their masculinities and establish status/prestige within their immediate peer group. One option open was being able to work hard in class without peer reprovement, but despite the limitation of competitive games/sport, the most favoured form of masculine status was still exemplified by embodied forms of athleticism and physicality. The paper also explores another way of gaining status, which was by a form of verbal abuse known as 'cussing': this was a pervasive and prevalent part of school life, and is viewed as another form of competitive, stylised performance. 相似文献
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Sara J. Finney Donna L. Sundre Matthew S. Swain Laura M. Williams 《Educational Assessment》2016,21(1):60-87
Accountability mandates often prompt assessment of student learning gains (e.g., value-added estimates) via achievement tests. The validity of these estimates have been questioned when performance on tests is low stakes for students. To assess the effects of motivation on value-added estimates, we assigned students to one of three test consequence conditions: (a) an aggregate of test scores is used solely for institutional effectiveness purposes, (b) personal test score is reported to the student, or (c) personal test score is reported to faculty. Value-added estimates, operationalized as change in performance between two testing occasions for the same individuals where educational programming was experienced between testing occasions, were examined across conditions, in addition to the effects of test-taking motivation. Test consequences did not impact value-added estimates. Change in test-taking motivation, however, had a substantial effect on value-added estimates. In short, value-added estimates were attenuated due to decreased motivation from pretest to posttest. 相似文献
10.
Current policy in relation to special needs prioritises early intervention and inclusive education, at least as 'good intentions' This article argues for a paradigmatic shift away from individualist models of learning and disability. The social context of play is emphasised as the crucial arena for realising such good intentions, as long as it is geared to responding to, and developing, the self-determination, control, and identity of young disabled children becoming disabled adults in a disabling society. 相似文献