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31.
32.
Belinda A. Stillion Southard 《Quarterly Journal of Speech》2020,106(3):258-268
ABSTRACT This contribution explores “shuttling rhetorics” to help explain why the story of the National Woman's Party (NWP) framed many suffrage centennial celebrations. Drawing parallels between the tactics of the NWP and the Greenham Common Peace Camp of the 1980s and 1990s, this essay puts forth shuttling rhetorics as a way to trace movement as a mode of resistance. As an analytic, shuttling rhetorics allow critics to unsettle traditional understandings of protest rhetorical situations and understand how (mostly white) protestors’ expectations of violence and survival expose their inherent dependence on body privilege. 相似文献
33.
Because young children with special needs frequently experience unequal access to quality education worldwide, understanding
characteristics of services currently provided to them is critical to identifying practices that work as well as gaps in services
and the reasons behind these trends. Two studies were conducted using the ACEI Global Guidelines Assessment (GGA) to investigate
the access to and quality of special education services in early childhood care and education (ECCE) programs across eight
countries in the Americas and Asia. Study I included 138 participants in 69 programs across five Latin American countries
and Study II included 336 participants in 168 programs across four countries and six sites. Results from both studies indicate
that ECCE programs strive to provide equal access to young children regardless of ethnicity, religion, language, gender, and
socio-economic status. However, insufficient resources and policies were cited as a barrier to services for children with
disabilities. This situation was especially true in rural communities. Therefore, national policies are needed to improve
the quality of service and to make funds consistently available for services for young children with special needs. This finding
is congruent with international reports. 相似文献
34.
Christopher Sykes Lee Moerman Belinda Gibbons Bonnie Amelia Dean 《Studies in Continuing Education》2014,36(3):290-303
Research in Australian business education continues to emphasise the importance of students learning teamwork as an integral part of the undergraduate curriculum. However, entrenched conceptual and practical confusion as to what the term ‘teamwork’ means and how it ought to be enacted remains a vexed issue capable of distorting and diminishing teamwork, learning and related pedagogy. In this paper, we critically re-examine the view that developing teamwork in an undergraduate business degree equips students for work in the real world. By focusing on the ‘real world’ metaphor-in-use in a cross-disciplinary business capstone subject, we interrogate the spatio-temporal dimensions of teamwork and its realist conceptions and performance. The research draws upon the perceptions of interviewed academics conducting teamwork activities in undergraduate business courses and the lived experiences of the authors. The findings highlight how the use of multiple models of teamwork, constructed by competing discourses and linked to the dualities and invocations constructed by ‘the real world’ metaphor, further exacerbate confusion. We suggest re-viewing and re-valuing student teamwork as the performance of situated, social practices opening new spaces for student teamwork, learning and pedagogical practice. 相似文献
35.
The Urban Review - Because of the changes in the demographics, it is important for Latino teachers to relate to the educational and psychological needs of language minority children who are... 相似文献
36.
The transition from primary school to secondary school has long been recognised as one of the most challenging times in a young adolescent students’ education, particularly in regard to their academic achievement. Research evidence from the last 30 years has identified a consistent pattern in students’ academic achievement across transition, suggesting that student achievement stalls or even declines in the first year of secondary school. The focus of this research was to identify teachers’ perceptions of the best practices to prepare students for a successful transition to secondary school. The findings were based on 12 one-on-one interviews with primary (Year 6) and secondary (Year 7) teachers. Teachers’ responses were analysed qualitatively through a process of thematic analysis. Findings from the research identified three key methods which primary and secondary school teachers believed were essential for facilitating successful transition experiences for students: curriculum continuity and awareness, communication between primary and secondary schools, and adequate teacher support. 相似文献
37.
Communities need to engage in initiatives that tackle environmental sustainability issues. However, the lessons communities learn from these initiatives may go far beyond the initial local project. This article presents findings from an empirical study investigating the experiences of 38 residents who began participating in on-site composting in their apartment buildings. It was found that resident learnings extended beyond composting. Free-choice learning outcomes varied by the composting method and educational approach. For some residents, participation resulted in a greater awareness of food waste produced. For others, their involvement in on-site composting inspired a greater sense of community, a deepened connection with nature, and a desire to grow green spaces and create positive global change toward sustainability. 相似文献
38.
Mark Groves Kathryn Leflay Julian Smith Belinda Bowd Alison Barber 《Teaching in Higher Education》2013,18(5):545-556
Teachers have only recently considered how study skills support in higher education (HE) can be delivered in a way that encourages experiential learning. This paper aims to substantiate, or otherwise, the idea that a carefully developed initiative can encourage the experiential learning of study skills. In addition, it considers whether such an approach might also allow student access to some of the higher-level study skills required for successful university study. Focus group data were used to evaluate a module delivered to sports students at a post-1992 university in the UK. This data suggested that the module facilitated learning in each stage of Kolb's experiential learning cycle. Moreover, there was evidence that the module encouraged students to undertake an ‘epistemological shift’ in which they moved from seeing knowledge as a set of uncontested facts to seeing it as something that they are expected to question and contribute to themselves. 相似文献
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40.
Belinda Flores Espiritu 《亚洲交流杂志》2013,23(4):355-372
This study examines the ‘theater of struggle’ in young Filipino women's reception of Korean television dramas in view of the American cultural imperialism that is deeply entrenched in the Philippine society. Mainly anchored on Gramsci's concept of hegemony and Stuart Hall's encoding-decoding theory, the researcher conducted a reception analysis through a textual analysis of selected Korean television comedy-dramas and focus group discussions with young Filipino women in different colleges. The young Filipino women expressed cultural affinity with the culture, storylines, values, and environment in Korean and other Asian television dramas that have invaded the Philippines in the twenty-first century. ‘Negotiation, resistance, and struggle’, in Hall's sense, against both the liberalism in American dramas and the pre-modern themes in local dramas were manifested in the young women's discourses. Consequently, American cultural imperialism in the Philippines was undermined, challenged, and to some extent subverted. The study also looked into the young women's dominant, negotiated, and oppositional readings of the dominant capitalist patriarchal values and ideologies that were embedded in selected Korean dramas. While there were young female participants who subscribed to global capitalist values showing their cooptation within Western cultural hegemonic domains, the young women largely articulated negotiated readings of capitalist values and oppositional readings with regard to the dominant ideology of capitalist patriarchy. In reading the selected Korean dramas reflexively, the young women identified social pathologies of poverty, class inequality, and capitalist patriarchal values and constructed emancipatory discourses with regard to these. 相似文献