全文获取类型
收费全文 | 340篇 |
免费 | 5篇 |
专业分类
教育 | 258篇 |
科学研究 | 36篇 |
各国文化 | 4篇 |
体育 | 15篇 |
信息传播 | 32篇 |
出版年
2021年 | 5篇 |
2020年 | 8篇 |
2019年 | 6篇 |
2018年 | 9篇 |
2017年 | 14篇 |
2016年 | 12篇 |
2015年 | 10篇 |
2014年 | 11篇 |
2013年 | 74篇 |
2012年 | 13篇 |
2011年 | 11篇 |
2010年 | 7篇 |
2009年 | 7篇 |
2008年 | 10篇 |
2007年 | 5篇 |
2006年 | 6篇 |
2005年 | 8篇 |
2004年 | 5篇 |
2003年 | 6篇 |
2002年 | 6篇 |
2001年 | 4篇 |
2000年 | 4篇 |
1999年 | 5篇 |
1998年 | 3篇 |
1996年 | 4篇 |
1995年 | 2篇 |
1993年 | 4篇 |
1991年 | 5篇 |
1990年 | 2篇 |
1989年 | 4篇 |
1988年 | 3篇 |
1987年 | 3篇 |
1986年 | 2篇 |
1985年 | 9篇 |
1984年 | 3篇 |
1982年 | 2篇 |
1981年 | 3篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1978年 | 2篇 |
1975年 | 2篇 |
1973年 | 2篇 |
1946年 | 4篇 |
1945年 | 2篇 |
1944年 | 3篇 |
1942年 | 4篇 |
1941年 | 2篇 |
1940年 | 3篇 |
1938年 | 5篇 |
1936年 | 2篇 |
排序方式: 共有345条查询结果,搜索用时 109 毫秒
91.
What are the barriers to technology‐rich inquiry pedagogy in urban science classrooms, and what kinds of programs and support structures allow these barriers to be overcome? Research on the pedagogical practices within urban classrooms suggests that as a result of many constraints, many urban teachers' practices emphasize directive, controlling teaching, that is, the “pedagogy of poverty” (Haberman, 1991 ), rather than the facilitation of students' ownership and control over their learning, as advocated in inquiry science. On balance, research programs that advocate standards‐based or inquiry teaching pedagogies demonstrate strong learning outcomes by urban students. This study tracked classroom research on a technology‐rich inquiry weather program with six urban science teachers. The teachers implemented this program in coordination with a district‐wide middle school science reform. Results indicated that despite many challenges in the first year of implementation, students in all 19 classrooms of this program demonstrated significant content and inquiry gains. In addition, case study data comprised of twice‐weekly classroom observations and interviews with the six teachers suggest support structures that were both conducive and challenging to inquiry pedagogy. Our work has extended previous studies on urban science pedagogy and practices as it has begun to articulate what role the technological component plays either in contributing to the challenges we experienced or in helping urban science classrooms to realize inquiry science and other positive learning values. Although these data outline results after only the first year of systemic reform, we suggest that they begin to build evidence for the role of technology‐rich inquiry programs in combating the pedagogy of poverty in urban science classrooms. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 128‐150, 2002 相似文献
92.
This paper focuses on discursive practices of postgraduate research as a crucial element in constructs of international student
subjectivities when they undertake postgraduate studies in Australian universities. As such, it focuses on a discursive field
emerging within domains of internationalisation, globalisation, and resistance. It examines processes and protocols in a number
of Australian universities’ postgraduate divisions’ practices in the conduct of postgraduate supervision, in the context of
increasing pressures towards internationalisation within frameworks of globalising influences. It takes issue with Western
custom and tradition as privileged within the field of supervision of postgraduate research studies and suggests a model of
postgraduate research supervision as intentional and systematic intervention, based on literature deriving from research in
postgraduate supervision which acknowledges the problematic natures of cultural relationships as to teaching and learning
and knowledge production, and student resistances within these fields. In doing so, it examines issues of discursive practices
and the problematic natures of power relationships in supervisor-supervisee protocols and possibilities suggested by alternative
models of postgraduate supervision of international students. 相似文献
93.
统一的教学过程互动模型 总被引:2,自引:1,他引:1
教学过程从置于顶端的动机出发,整个流程历经组织、应用、评价、重复和概括等阶段作顺时针运作,均与中心的情境发生互动影响.我们面临的任务是如何最优地筛选和整合各种当前的观点,将其置于一种有效的、整体的结构之中,以描述教学过程的动力学性质.这种综合性的富于概括力的教学过程模型,不仅有助于我们对教学过程本身的认识,而且能对参与教学过程的各方面人员提供实际的、合理的指导. 相似文献
94.
Jane Butler Kahle 《Cultural Studies of Science Education》2011,6(3):775-781
Professor Lesley Parker’s career has moved from teaching and advising graduate students at Curtin University of Technology,
Perth, Western Australia to leadership roles and advocacy positions in state and national governments and in international
organizations. Throughout her distinguished career, she has been committed to social justice, particularly in gender equity.
Indeed, that commitment infuses her professional contributions as teacher, advisor, administrator, and policy maker. In this
Key Contribution, many of her colleagues describe their admiration for her as well as provide information that helps the reader
place her work in a national and an international perspective. She has received many of Australia’s highest honors, and she
continues to contribute to her university, her state, and her nation. Her contributions form a lasting legacy in social justice,
particularly in gender equity and in educational leadership. 相似文献
95.
Pamela Millward Rolf Turner Deirdre van der Linden 《Asia-Pacific Journal of Teacher Education》2012,40(2):171-183
For several decades researchers have raised questions regarding factors that enable undergraduate students, particularly those from ethnic minority groups living in low socio-economic areas, to persist with their studies to degree completion. Seeking answers to these questions becomes more urgent as universities around the world enrol increasingly diverse cohorts of students. This article reviews the patterns of participation and success for students enrolled in a Bachelor of Education program at one university, distributed across three different locations and attracting different cohorts of students. This provided the university with a unique opportunity to learn about the retention and success of diverse cohorts, particularly those traditionally under-represented at undergraduate-level study. At least 75% of students in the under-represented groups passed their courses. Surprisingly the pass rates of students at the three campuses were similar, despite dissimilarities in ethnicity, socio-economic status and previous academic success. 相似文献
96.
Heather A. Butler Christopher P. Dwyer Michael J. Hogan Amanda Franco Silvia F. Rivas Carlos Saiz Leandro S. Almeida 《Thinking Skills and Creativity》2012,7(2):112-121
The Halpern Critical Thinking Assessment (HCTA) is a reliable measure of critical thinking that has been validated with numerous qualitatively different samples and measures of academic success (Halpern, 2010a). This paper presents several cross-national applications of the assessment, and recent work to expand the validation of the HCTA with real-world outcomes of critical thinking (e.g., contracting a sexual transmitted infection because you did not wear a condom). The real-world outcomes (RWO) inventory measures behavior in a wide range of domains, such as education, health, finance, and interpersonal relationships. Study 1 examined whether scores on the HCTA predicted real-world outcomes in three qualitatively different samples in the United States. Study 2 used the HCTA to assess the effectiveness of an online critical thinking course, and whether the HCTA predicted real-world outcomes in Ireland. Study 3 describes preliminary research involving the translation quality of the RWO (into Spanish and Portuguese) and explored differences in behaviors in the two countries. Overall, the HCTA is a useful tool for assessing critical thinking and predicts real-world outcomes of critical thinking. Cross-national implications and applications are discussed. 相似文献
97.
This article addresses the question: To what extent do tertiary teachers and students have similar understandings of what engages students in classroom settings? It employs data from a funded research project in Aotearoa New Zealand that draws on selected questions from two surveys. One survey asked students how important nine selected teacher behaviours were in engaging them in learning, the other asked teachers what priority they put on these behaviours and how important they thought they were to students. The selected questions were drawn from an extensive research literature identifying teacher behaviours that engaged students. The article reports that teachers and students had some similar but more dissimilar perceptions about what engages students. Suggested reasons for the differences are discussed. 相似文献
98.
Peter W. Hewson Jane Butler Kahle Kathryn Scantlebury Darleen Davies 《科学教学研究杂志》2001,38(10):1130-1144
A central commitment of current reforms in science education is that all students, regardless of culture, gender, race, and/ or socioeconomic status, are capable of understanding and doing science. The study “Bridging the Gap: Equity in Systemic Reform” assessed equity in systemic reform using a nested research design that drew on both qualitative and quantitative methodologies. As part of the study, case studies were conducted in two urban middle schools in large Ohio cities. The purpose of the case studies was to identify factors affecting equity in urban science education reform. Data were analyzed using Kahle's (1998) equity metric. That model allowed us to assess progress toward equity using a range of research‐based indicators grouped into three categories critical for equitable education: access to, retention in, and achievement in quality science education. In addition, a fourth category was defined for systemic indicators of equity. Analyses indicated that the culture and climate of the case study schools differentially affected their progress toward equitable reform in science education. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 1130–1144, 2001 相似文献
99.
Joseph Travers Rosie Savage Cathal Butler Margaret O'Donnell 《Journal of Research in Special Educational Needs》2018,18(2):94-102
This paper describes the process of building a database mapping research and policy in the field of special education on the island of Ireland from 2000 to 2013. The field of study includes special educational needs, disability and inclusion. The database contains 3188 references organised thematically and forms a source for researchers to access published and non‐published materials such as theses. Analysis of the database reveals areas of research strength in terms of the quantity of activity and other areas with little activity. Recommendations are offered based on this analysis. 相似文献
100.
Paul Joslin Karen S. Stiles J. Stanley Marshall O. Roger Anderson James J. Gallagher Jane Butler Kahle Peter Fensham Ruben Lazarowitz Léonie J. Rennie Barry Fraser John R. Staver Alejandro Gallard María Pilar Jiménez-Aleixandre Justin Dillon Hedy Moscovici Hsiao-Lin Tuan Christopher Emdin Kenneth Tobin Wolff-Michael Roth 《Cultural Studies of Science Education》2008,3(1):157-207
In this Forum, we construct a history of the National Association for Research in Science Education (NARST) through the analysis of documents and through the personal perspectives of individuals. The history of NARST is inseparable
from the biography of the individuals through whose lives it was produced and reproduced. The history of NARST is a living
history that both shapes and was shaped by the biographies of its members.
相似文献
Kenneth TobinEmail: |