全文获取类型
收费全文 | 223篇 |
免费 | 6篇 |
专业分类
教育 | 172篇 |
科学研究 | 7篇 |
各国文化 | 5篇 |
体育 | 15篇 |
文化理论 | 1篇 |
信息传播 | 29篇 |
出版年
2024年 | 1篇 |
2023年 | 1篇 |
2022年 | 2篇 |
2021年 | 2篇 |
2020年 | 8篇 |
2019年 | 3篇 |
2018年 | 16篇 |
2017年 | 21篇 |
2016年 | 19篇 |
2015年 | 7篇 |
2014年 | 12篇 |
2013年 | 41篇 |
2012年 | 7篇 |
2011年 | 7篇 |
2010年 | 4篇 |
2009年 | 7篇 |
2008年 | 2篇 |
2007年 | 4篇 |
2006年 | 2篇 |
2005年 | 5篇 |
2004年 | 7篇 |
2003年 | 1篇 |
2002年 | 2篇 |
2001年 | 2篇 |
2000年 | 4篇 |
1999年 | 5篇 |
1998年 | 1篇 |
1997年 | 2篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1994年 | 4篇 |
1992年 | 4篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 4篇 |
1985年 | 5篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1977年 | 1篇 |
1975年 | 1篇 |
1969年 | 1篇 |
1968年 | 1篇 |
1927年 | 2篇 |
1877年 | 1篇 |
1862年 | 1篇 |
1844年 | 1篇 |
排序方式: 共有229条查询结果,搜索用时 31 毫秒
1.
Gertrude M. I. Wamae Rachael W. Kang'ethe-Kamau 《British Journal of Special Education》2004,31(1):33-40
Three languages are widely used in schools in Kenya – English, Kiswahili and Kenya Sign Language. Many pupils with hearing impairments are taught separately from the mainstream, in specialist settings. The fact that most of the formal teaching, assessment and examination processes in Kenyan schools rely upon spoken and written English compounds the separation of these pupils from the mainstream of education and, potentially, from the mainstream of society. In this article, Gertrude Wamae, graduate assistant in the Department of English and Linguistics at Kenyatta University, and Rachael Kang'ethe-Kamau, lecturer in the Department of Special Education at Kenyatta University, discuss the relationships between language, hearing impairment and inclusion in the Kenyan context. The article suggests that the use of signed exact English would enhance opportunities for inclusion for those with hearing impairments and that programmes of teacher training need to take account of persuasive research in this area. The article closes with a plea for further research, carried out collaboratively by educationalists, linguists, teacher trainers and practitioners, to develop policies and practices suited to more inclusive futures. The article is based on a paper presented to the International Conference on Inclusive Education run by Maseno University in September 2002. 相似文献
2.
AbstractChildren’s connection to nature (CTN) is declining with each generation, a concerning trend given that CTN is positively linked to wellbeing and environmentalism. A primary cause of this decline is that twenty-first-century youth engage with screens for several hours each day, which to a large extent replaces nature-based play. Researchers have proposed that this change represents a transition in human orientation, particularly in Westernized societies, from nature (biophilia) to digital media (videophilia). Interventions promoting nature-based play must acknowledge digital-media use as a competing leisure pursuit, but the literature presents little guidance for designing programs that will attract young people who are more oriented toward digital media than nature. Drawing on a wide breadth of research, we address this gap through (1) exploring the implications of videophilia for nature-based programming and (2) summarizing recommendations from a narrative literature review for designing interventions that appeal to digital-media-oriented youth. 相似文献
3.
This research examined adolescents' judgments about lying to circumvent directives from parents or friends in the moral, personal, and prudential domains. One hundred and twenty-eight adolescents (12.1-17.3 years) were presented with situations in which an adolescent avoids a directive through deception. The majority of adolescents judged some acts as acceptable, including deception regarding parental directives to engage in moral violations and to restrict personal activities. Other acts of deception were judged as unacceptable, including deception of parents regarding prudential acts, as well as deception of friends in each domain. In addition, lying to conceal a misdeed was negatively evaluated. Most adolescents thought that directives from parents and friends to engage in moral violations or to restrict personal acts were not legitimate, whereas parental directives concerning prudential acts were seen as legitimate. Results indicate that adolescents value honesty, but sometimes subordinate it to moral and personal concerns in relationships of inequality. 相似文献
4.
Rachael Johnson 《Cultural and Social History》2016,13(2):179-194
This article examines the visitor experience of England’s watering places during the late eighteenth and early nineteenth centuries. Using the diaries and correspondence of Amabel Countess De Grey, it explores the ways in which the motivations, expectations and activities of elite female visitors changed as they reached different stages in their lifecycle. Discussion focuses on the use of mineral waters as a medical treatment; how patterns of sociability differed between spas and seaside resorts; and how attitudes and habits changed with age. 相似文献
5.
Amanda Clacy Natassia Goode Rachael Sharman Geoff P. Lovell Paul M. Salmon 《Journal of sports sciences》2017,35(22):2232-2239
Broader contextual factors that influence concussion management have tended to be overlooked. To address this, the present study used a sociotechnical systems approach to identify perceived responsibilities and applied strategies for three domains of concussion management (i.e., prevention, identification and treatment). Participants were 118 members of the community rugby union system in Australia (69.2% male). Participants from throughout the rugby system (e.g., players, parents, coaches, club management) were asked open-ended questions about their perceived responsibilities and the strategies they use for concussion management. It was found that (a) proper training, technique correction and education were recurrent prevention themes; (b) the majority of key stakeholders felt that they could consistently identify concussion; however, medical aids (medics) were the only system actors who stated a responsibility to use standardised concussion assessment measures and (c) less than one third of the respondents indicated their involvement in treating concussion. This study identifies specific junctures in the system that prevents effective concussion management strategies. A sociotechnical systems approach improves the understanding of concussion prevention, and management beliefs and behaviours. 相似文献
6.
George Wesley Perkins 《Journal of The Franklin Institute》1927,203(5):732-733
7.
8.
Rachael Davis Georgina Donati Kier Finnegan James P. Boardman Bethan Dean Sue Fletcher-Watson Gillian S. Forrester 《Child development》2022,93(4):869-880
Visual field biases have been identified as markers of atypical lateralization in children with developmental conditions, but this is the first investigation to consider early lateralized gaze behaviors for social stimuli in preterm infants. Eye-tracking methods with 51 preterm (33 male, 92.1% White) and 61 term-born (31 male, 90.1% White) infants aged 8–10 months from Edinburgh, UK, captured the development of visual field biases, comparing gaze behavior to social and non-social stimuli on the left versus right of the screen. Preterm infants showed a significantly reduced interest to social stimuli on the left versus right compared to term children (d = .58). Preterm children exhibit early differential orienting preferences that may be an early indicator of atypical lateralized function. 相似文献
9.
Sheila C. Gordon Benjamin Arenstein 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(2):169-195
With societal changes rapidly transforming cultures that had been largely homogenous, today’s multi-cultural – and in particular interfaith – families need new educational strategies to help them understand their cultural roots and identify and clarify what aspects of their heritages they wish to nurture and transmit to their children. This paper focuses on a new model for religious education, namely non-doctrinaire “dual-faith” education, which the principal author has helped to develop in the United States (US) through the Interfaith Community (IFC), a small, independent non-profit organisation created and led by dual-faith Jewish/Christian families. The model is premised on the notion that families can have two different faiths in one household and that – with respect and education – families can be harmonious, religion can be transmitted, and tolerance broadly nurtured. While the model is particular to the US and to families with Jewish and Christian heritages, its premises and structure have significant potential to be adaptable to other religious combinations and other cultures and countries. After reviewing relevant literature and situating the IFC model in the global and US contexts, the paper sets out to clarify the importance of the concept, describe its elements, and discuss its implications for religious education in this time of changing ethos and demography. 相似文献
10.
The paper explores a collaborative self-study, autoethnography research project, which aided in informing practice for the teaching of reflective practice in Science, Technology, Engineering and Mathematics (STEM) at an Australian university. Self-report methods were used, because it enabled the collection of a variety of self-awareness data generated processes to help produce insights and understandings. This was achieved by undertaking a systematic approach to the exploration of a critical friendship between two academic support staff members alongside reflections from a recorded, focus group interview with nine STEM teachers. Four self-awareness data generated processes were used: (1) self-reflections; (2) collaborative reflections; (3) reflections on pertinent literature findings and (4) reflections from nine STEM teachers. A thematic analysis of the data was undertaken, which resulted in the discovery of three turning points such as moments of understandings that challenge assumptions and/or lead to new insights. The findings indicated that a STEM-centric, scaffolded approach that utilised the scientific method for reflective practice enabled the development of a shared understanding around teaching and assessing reflective practice for STEM teachers. First, because it boosted self-confidence and second, because it reduced scepticism around reflective practice as a non-scientific form of learning. 相似文献