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101.
Fiona Q. Wood 《高等教育研究与发展》1989,8(2):237-250
Under the federal government's current policy on funding university research, institutions which can best identify and encourage the higher performers amongst their academic staff will fare better than others. However, in order to secure a strong position in competing for these government funds universities will need to know more about the research activity of their academic staff and how staff in different disciplines are likely to respond to the increased use of performance indicators. This paper reports the views of staff from one Australian university on such issues. One of the main findings is that potential research output is influenced by a range of factors including the differences in research styles, methods and strategies and the degree of dependence on funds. Such findings favour the differential use of performance measures depending on the nature of the research undertaken rather than the use of measures which are intended to standardise research output within or across disciplines. 相似文献
102.
ABSTRACT This essay explores the place of debating, talk and group work in the Secondary English classroom. It discusses the ways in which pupils in one student teacher’s year 7 class thrive in the dialogic classroom against the backdrop of curricular and attitudinal change. It considers the importance of talk and debate amongst the ‘communities of practice’ in schools and universities in empowering teachers to challenge and navigate policies, theories and practices. In exploring the role of play, student experiences and different forms of talk, this essay highlights their vital importance in relation to teaching and learning in English and in the formation of English teachers. 相似文献
103.
Ivan Crozier Patricia Fara Jon Hodge Brendan Kitts Robin Knight Sverre Myhra David Oldroyd Elizabeth A. Wilson Rosemary Robins Stephen Dovers John Forge Harshi Gunawardena Jenny Tannoch-Bland Loet Leydesdorff David Oldroyd David Oldroyd David Oldroyd Nicolas Rasmussen Greg Restall Helaine Selin Michael Shortland E. E. Sleinis Fiona Solomon Scott McQuire Maurice Crosland David Farrier Roslynn Haynes Sverre Myhra Colin Russell Libby Robin Karin Garrety Stephen Gaukroger Stephen Ames Wendy Varney Vojislav Bozickovic Phil Dowe 《Metascience》1996,5(2):71-192
104.
Fiona Hilferty 《The Australian Educational Researcher》2008,35(3):53-70
In this paper I critically examine the changing nature of teacher professionalism in relation to educational policy-making,
specifically, the new national policy for values education in Australian schools, and a newly endorsedCultural Understandings syllabus for teaching in New South Wales' secondary schools. I argue that these policy changes connect teachers' work to
a broad citizenship agenda, where values formation is increasingly seen as a core responsibility of teachers, and intercultural
education is proposed as a domestic strategy for social cohesion. 相似文献
105.
Fiona Dowling 《Sport, Education and Society》2013,18(3):247-266
This paper attempts to illustrate how embodied ways of knowing may enhance our theoretical understanding within the field of physical education teacher education (PETE). It seeks to illustrate how teacher educators’ viewpoints and understanding of gender relations are inevitably linked to socially constructed webs of emotions, as much as to intellectual rationales. Indeed, the paper argues for the need for PETE research to transcend the dualistic divide of reason/emotion. It builds upon interview data from an investigation interested in illuminating the ways in which teacher educators develop their professional identities, using the lenses of gender equal opportunities and equity to examine the degree to which identities reflect ‘managerial’ or ‘democratic’ professional projects. In particular it analyses the way in which ‘gender talk’ seems to evoke strong emotional reactions, often ‘negative’ feelings, while at the same time, gender equity concerns remain on the periphery of the discipline, despite increasing research evidence which reveals damaging discriminatory learning environments. By using Hargreaves (2000) concept of ‘emotional geographies’ the paper contends that ‘negative emotions’ about gender issues are currently hegemonic on account of today's configurations of human relations in PETE, because the discipline's feeling rules construct ‘negative feelings’ as being reasonable. Acknowledging that professional identities are on-going projects, and that feeling rules can be re-configured, the paper also seeks to illustrate how competing emotions may in the future lead to gender equality assuming a new role in PETE's ‘regimes of truths’. 相似文献
106.
107.
Allen Kelly-Ann Jamshidi Negar Berger Emily Reupert Andrea Wurf Gerald May Fiona 《Educational Psychology Review》2022,34(1):229-257
Educational Psychology Review - A student’s sense of school belonging is critical to school success, yet internationally, a large proportion of secondary students do not feel that they belong... 相似文献
108.
Fiona Chatteur Mieke Leppens 《The International Journal of Art & Design Education》2023,42(3):402-419
This paper reports on the findings of a visual text analysis of selected infographics and data visualisations used in news websites during the COVID-19 pandemic in Sydney, Australia. Infographics and data visualisations used in news website articles disseminated and communicated local and national information to the public about the COVID-19 pandemic and related social implications. For the first time live data, animation and interaction were used in reporting health and societal information to a general news readership, contributing to the knowledge base and visual literacy of the public. The information presented was not only clear but also aesthetically appealing. This paper examines the styles of news digital infographics and data visualisation of three longitudinal studies using lessons learned from Grainger et al. (2016), Dick (2020) and Tufte (2001) and contextualises the context, narrative, aesthetics, communication, data, functionality and examines the collaboration between communication designers, journalists and the development team. The implications for communication design education are explored in the context of skills, tools and teamwork needed for future communication design students. 相似文献
109.
Plagiarism continues to be a concern within academic institutions. The current study utilised a randomised control trial of 137 new entry tertiary students to assess the efficacy of a scalable short training session on paraphrasing, patch writing and plagiarism. The results indicate that the training significantly enhanced students' overall knowledge about in-text referencing protocols. Importantly, this knowledge was found to translate into applied skills, with the intervention group performing significantly better in a practical skills application task. Moreover, the findings suggest that it is confidence in writing in English, not language background per se, which plays a significant role in students' practical skills in referencing and their confidence in performing assignment preparation tasks that can help them avoid claims of inadvertent plagiarism. 相似文献
110.
Sarah Fiona Winters 《Children‘s Literature in Education》2014,45(3):239-254
This article argues that Harry Potter fan vids can be used in the classroom as works of secondary criticism about J. K. Rowling’s primary text. It makes two claims: the first is that vids can be read as criticism of a particular text (in this case Harry Potter) alongside other critical essays on that text; the second is that the practice of doing so, for teachers of literature in general, and children’s literature in particular, is a valid one. The article first provides readings of four vids, showing how each can be used to complement traditional scholarly sources as interpretations of the text; and then situates issues arising from the pedagogical possibilities of vids within the larger field of fandom studies. 相似文献