全文获取类型
收费全文 | 232篇 |
免费 | 5篇 |
专业分类
教育 | 171篇 |
科学研究 | 22篇 |
各国文化 | 2篇 |
体育 | 32篇 |
文化理论 | 3篇 |
信息传播 | 7篇 |
出版年
2021年 | 3篇 |
2020年 | 8篇 |
2019年 | 13篇 |
2018年 | 20篇 |
2017年 | 18篇 |
2016年 | 15篇 |
2015年 | 8篇 |
2014年 | 12篇 |
2013年 | 40篇 |
2012年 | 13篇 |
2011年 | 6篇 |
2010年 | 9篇 |
2009年 | 7篇 |
2008年 | 11篇 |
2007年 | 8篇 |
2006年 | 2篇 |
2005年 | 6篇 |
2004年 | 3篇 |
2003年 | 3篇 |
2002年 | 7篇 |
2001年 | 1篇 |
2000年 | 3篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1996年 | 2篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1991年 | 2篇 |
1987年 | 3篇 |
1985年 | 1篇 |
1983年 | 2篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
排序方式: 共有237条查询结果,搜索用时 15 毫秒
21.
22.
23.
Many school children throughout the world who exhibit antisocial or destructive behaviour or have social, emotional and behavioural difficulties (SEBD) do not receive the support they need. As a result, they are caught up in a cycle of vulnerability. Systemic collaborative support is needed to counter this. Although in some cases teachers and other professionals join forces, interventions are usually affected by individual professionals outside the framework of inclusive education. This literature review paper explores the support children with SEBD in school contexts receive. The findings of the thematic document analysis highlight the vulnerability of children with SEBD, the success or otherwise of attempts made by various approaches and intervention programmes to provide support to these children, and the barriers to inclusive support. We argue the merits of adopting a Community of Practice as an inclusive model to support school children with SEBD. This kind of inclusive model strengthens constructive partnerships that provide these children with opportunities to acquire the social capital they need to engage meaningfully at schools and in their future life. 相似文献
24.
Johan Lövgren 《British Journal of Religious Education》2018,40(2):124-135
Although large international studies have defined Norway as one of the most secular countries in the world, Christian folk high schools in Norway have experienced record high attendance. This paper presents case studies of the religious education (RE) and practices of two Christian folk high schools in Norway. A survey shows that students at these schools can be considered representative of the confessional backgrounds and stated values of their cohort of Norwegian youth. The studied institutions have the declared goal of offering RE, of which an on-campus worship service is a central element. A large portion of the student body attends these services. Using a reconstruction of Etienne Wenger’s theory of communities of practice, the author analyses student participation in the school worship service, specifically in the act of candle lighting. Observations and student interviews indicate that the service can be described as a reflective practice representing a dialogic form of religion. This article contributes an analysis of the distinctive form of RE offered by Christian folk high schools in Norway. In a broader sense, it contributes to the understanding of secular youth and their relation to religious practice. 相似文献
25.
26.
Why has large-scale standardised testing attracted such a bad press? Why has pedagogic benefit to be derived from test results been downplayed? The paper investigates this question by first surveying the pros and cons of testing in the literature, and goes on to examine educators' responses to standardised, large-scale tests in a sample of low socio-economic status (SES) schools in the Western Cape, South Africa. The paper shows that teachers and school managers have an ambivalent attitude to tests, wary of the reputational costs they can incur, but also curious about the differentiated picture test results can give them as they learn to ‘read’ the underlying codes embedded in the results. The paper concludes that a focus on what tests make visible and a recognition of the pedagogic agency of teachers points to potential pedagogic benefits of systemic tests. 相似文献
27.
28.
The paper reflects on the prospects for higher education reform in a country - South Africa - lodged within a sub-continent not noted for successful reform. The argument is that much of the policy debate is conducted in a way that dichotomises the issues: control versus autonomy; freedom versus regulation; state versus civil society. This dichotomous construal is unable to deal adequately with recent work on the changing forms of the state and changing state-higher education relations. The paper develops a distinction between administrative and political forms of control; and broadens the state control-state supervision distinction from one based solely on models to one based on the specific quality of inter-organisational coordination, connectivity and regulation. The paper concludes by spelling out what such a connective conception of organisation and regulation could mean for South African higher education. 相似文献
29.
Wassenberg R Feron FJ Kessels AG Hendriksen JG Kalff AC Kroes M Hurks PP Beeren M Jolles J Vles JS 《Child development》2005,76(5):1092-1103
The relation between cognitive and motor performance was studied in a sample of 378 children aged 5-6. Half of these children had no behavior problems; the others were selected for externalizing (38%) or internalizing problems (12%). Quantitative and qualitative aspects of motor performance were related to several aspects of cognition, after controlling for the influence of attention. No relation between global aspects of cognitive and motor performance was found. Specific positive relations were found between both aspects of motor performance, visual motor integration and working memory, and between quantitative aspects of motor performance and fluency. These findings reveal interesting parallels between normal cognitive and motor development in 5- to 6-year-old children that cannot be ascribed to attention processes. 相似文献
30.
Johan Davidson David Coles Peter Noyes Colin Terrell 《British journal of educational technology : journal of the Council for Educational Technology》1991,22(2):110-118
The findings of a pilot study designed to evaluate a computer system developed to assist in the teaching of reading to beginners are presented. The system uses digitised speech and the content is based upon a reading scheme already in use in the schools. Twenty children, ten in the intervention group and ten in the control group, in two schools were involved over a four-week period. Subjects were tested on a standardised reading test, a list of the 30 most frequently occurring words in written English, and on words from the published scheme. The experimental group improved their scores significantly more than the control group only on the standardised reading test. The results suggest the system can be helpful and that its effect goes beyond the words being practised. 相似文献