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81.
Josefin Lassinantti Anna Ståhlbröst Mari Runardotter 《Government Information Quarterly》2019,36(1):98-111
The opening up of public sector data has provided a new data resource for the citizens. However, the use of open data and its consequent societal value has proved not to be as extensive as initially hoped for, although multiple innovations have emerged; rather it is still considered problematic, and knowledge about open data use is scarce. Therefore, the aim of this paper is to clarify open data use and engagement by people outside the public sector, especially what motives exists and how different user types align to these motives. To achieve this, a document analysis has been carried out of reported use cases identified in EU topic reports between 2014 and 2016. By applying the theory of Relevant Social Groups (RSG), which focuses on the people's interpretation of the purpose with the technology, we identified five RSGs representing overall motives for open data use: 1) Exploring for creativity, 2) Creating business value, 3) Enabling local citizen value, 4) Addressing global societal challenges, and 5) Advocating the open data agenda. We also discuss differences between the relevant social groups and the included user types, issues and implications for understanding the evolvement of the open data field, and suggests research ahead. 相似文献
82.
Mari Käyhkö 《Gender and education》2015,27(4):445-460
In Finland, the financial status of a family does not in general place any restrictions on a person's studies. However, in spite of equality of opportunity, class as a cultural and social issue is a significant factor guiding the education of young people. In the article, I analyse women with a working-class background studying at university, starting with experiences of class as it is lived. The data for the study have been generated using the memory work method. The analysis shows how class is manifested in the women's experiences as a sense of themselves as outsiders, being alone or ‘on their own’ and as feelings of inadequacy. The women are forced to find ways of doing things that suit them and to construct a space in which they can feel safe. 相似文献
83.
84.
Natalie S. Bayard Mariëtte H. van Loon Martina Steiner Claudia M. Roebers 《Child development》2021,92(3):1118-1136
This study investigated age-dependent improvements of monitoring and control in 7/8- and 9/10-year-old children. We addressed prospective (judgments of learning and restudy selections) and retrospective metacognitive skills (confidence judgments and withdrawal of answers). Children (N = 305) completed a paired-associate learning task twice, with a 1-year delay. Results revealed improvements in retrospective, but not in prospective monitoring and control. Furthermore, control remained suboptimal, seemingly a consequence of overoptimistic monitoring. Both age groups showed stronger monitoring-based control at the second compared to the first assessment. The comparison with a cross-sectional sample (N = 144) revealed that improvements in retrospective monitoring can be mainly attributed to naturally occurring development, whereas retrospective control seemed to improve due to increased task familiarity. 相似文献
85.
Mariëtte de Haan Renske Keizer Ed Elbers 《European Journal of Psychology of Education - EJPE》2010,25(2):176-191
The present study shows that power relations in classrooms between Dutch and immigrant students radically shift when students
move from academic talk to more open, free talk. Whereas in their interactions with immigrant students, Dutch students are
able to represent the more powerful role in the official, academic discourse, they lose this position in the unofficial, nonacademic
discourse. These shifts show that ethnic relationships are played out differently in different discursive domains. They also
show that academic identities do not exist as such but are specific to certain minority–majority relationships. This study
builds upon a tradition of studies that have argued that ethnic minorities construct academic identities depending on the
social setting. However, this study shows the instability of these constructions while demonstrating their dependency on specific
ethnic interactions and discursive modes. The study is based on the analysis of interaction patterns in multiethnic classrooms
in the Netherlands focussing on (a)symmetries in knowledge sharing. An ethnographic approach is combined with quantitative
analyses to test group differences. The results are interpreted and discussed in the light of a poststructuralist view on
how ethnic minority groups construct academic identities and how these are related to minority–majority relationships. 相似文献
86.
Mari Kira 《Vocations and Learning》2010,3(1):71-90
The research discussed in this article focuses on workplace learning in industrial manufacturing work. Everyday work episodes
contributing to workplace learning are investigated in four companies operating in the Finnish and Swedish package-supplier
sectors. The research adopts a qualitative, interpretive approach. Interviews with employees and managers along with workplace
observations were used to gather data on work and learning. The findings indicate that workplace learning may have two purposes:
routine-generating learning that contributes to the basic job mastery, and regenerative learning that promotes employees’
ongoing competence and generates new work methods. Routine-generating learning occurs when an employee joins an organization
and is planned, supported, and assessed in the companies. However, the lack of job rotation delimits further routine-generating
learning. Regenerative learning takes place at the individual level but is not adequately supported at the collective level.
The paper advances practical ideas on how to promote these two instances of workplace learning in industrial work. 相似文献
87.
88.
Mari Vuorisalo Niina Rutanen Raija Raittila 《Early Years: An International Journal of Research and Development》2015,35(1):67-79
This paper examines early childhood education (ECE) by applying and developing relational-spatial perspectives on everyday life in educational institutions for young children. The aim is to investigate the dynamic process of construction of space and to illustrate with selected empirical episodes how this process occurs in ECE. Drawing on authors such as Soja and Bourdieu, the starting point for the analysis is that space is socially produced in everyday interactions in a process that intertwines the physical environment and concrete objects, personal interpretations of physical and cultural space, and cultural and collective views about space in ECE. We illustrate this process with ethnographic data from two day care centers. The analysis shows how children and educators engage in the process of constructing space from diverse positions and how the institutional context is embedded within this process. 相似文献
89.
Mari Boyle 《English in Education》1998,32(2):15-23
Stories are used considerably in early years education to develop various aspects of both language and conceptual learning. What follows is an analysis of how one storytelling experience in a Y1 classroom for pupils aged 5–6 provided a whole range of opportunities for developing relevant and meaningful learning, particularly for bilingual learners. The power of the story-telling experience lies in the fact that the story itself becomes the focus, rather than its use as a tool to develop reading skills or new concepts. 相似文献
90.
Mari Murtonen 《Teaching in Higher Education》2013,18(7):684-698
University research education in many disciplines is frequently confronted by problems with students’ weak level of understanding of research concepts. A mind map technique was used to investigate how students understand central methodological concepts of empirical, theoretical, qualitative and quantitative. The main hypothesis was that some students have a confused conception of empirical. The mind maps revealed that in the beginning of the course, 75% of the students hold a problematic conception of research, and after the half year course, still half of the participated students had problems with expressing a scientifically sound conception of research. In addition to general undevelopedness of the maps, a severe confused conception of drawing a link from empirical to qualitative or quantitative, but not to both, was found. This finding indicates that some students have problems with understanding the very basic and central concept of empirical. 相似文献