全文获取类型
收费全文 | 165篇 |
免费 | 3篇 |
专业分类
教育 | 150篇 |
科学研究 | 2篇 |
各国文化 | 1篇 |
体育 | 3篇 |
信息传播 | 12篇 |
出版年
2024年 | 1篇 |
2023年 | 1篇 |
2021年 | 4篇 |
2020年 | 5篇 |
2019年 | 5篇 |
2018年 | 10篇 |
2017年 | 11篇 |
2016年 | 4篇 |
2015年 | 6篇 |
2014年 | 4篇 |
2013年 | 37篇 |
2012年 | 4篇 |
2011年 | 4篇 |
2010年 | 9篇 |
2009年 | 7篇 |
2008年 | 5篇 |
2007年 | 10篇 |
2006年 | 7篇 |
2005年 | 3篇 |
2004年 | 4篇 |
2003年 | 5篇 |
2002年 | 2篇 |
2001年 | 5篇 |
2000年 | 1篇 |
1999年 | 2篇 |
1997年 | 1篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1994年 | 4篇 |
1992年 | 2篇 |
1990年 | 1篇 |
1987年 | 1篇 |
排序方式: 共有168条查询结果,搜索用时 421 毫秒
21.
This study assessed the progress of students involved in a collaborative early warning intervention conducted by counseling services and a teacher preparation program. Results indicated that counseling services increased both students' academic and social integration and their confidence in their ability to teach and perform the duties of a teacher. Findings and implications are discussed. 相似文献
22.
Gillon Gail McNeill Brigid Scott Amy Denston Amanda Wilson Leanne Carson Karyn Macfarlane Angus Hikairo 《Reading and writing》2019,32(8):1989-2012
Reading and Writing - This study investigated the feasibility of a teacher implemented intervention to accelerate phonological awareness, letter, and vocabulary knowledge in 141 children (mean age... 相似文献
23.
Christopher Ziguras Leanne Reinke Grant Mcburnie 《Globalisation, Societies & Education》2003,1(3):359-374
In this paper we explore the avowedly partisan stance of Australia regarding trade in education services, the government's enthusiastic approach to market liberalisation through GATS, and its response to the concerns of vocal critics including academic and student unions. Education is a major export enterprise for Australia, both onshore and offshore. Education is publicly referred to as an ‘industry’ as often as a ‘sector’, and institutions behave in an aggressively market‐oriented manner unthinkable two decades ago. While other major education exporters, including the EU, US and Canada, have showed flagging commitment to pursuing trade liberalisation in education due to opposition from the academic community and little pressure from the ‘industry’ for such an approach, Australia and New Zealand have come to represent the most ardent supporters of free trade in education. The Australian government's approach has involved making changes to its domestic education regulations to ensure they are consistent with market liberalisation, and facilitating the exploration of concerns through various international forums, including APEC, the WTO and OECD. Issues such as quality assurance, consumer protection, and public subsidies remain high on the list of matters for further debate. 相似文献
24.
Paul J. Bischoff Leanne Avery Constance Feldt Golden Paul French 《Journal of Science Teacher Education》2010,21(4):411-429
The purpose of this study was to investigate the development of preservice science teachers’ knowledge structures in the domain
of oxidation and reduction chemistry. Knowledge structures were elicited through video-recorded semi-structured interviews
before and after the unit of instruction, and analyzed using a visual flow map representation. Paralleling these interviews,
the preservice teachers were tasked with diagnosing middle school students’ scientific understandings. Data analyzed quantitatively
and qualitatively showed large variation in knowledge structure complexity across the preservice teachers, strong correlations
between measures of knowledge structure and diversity (as defined by the Shannon Wiener diversity index), and the development
of more balanced knowledge structure representations. For most preservice teachers, their diagnostic scores of the middle
school students showed a small increase. 相似文献
25.
Claire Robson Dennis Sumara Rebecca Luce‐Kapler Bridget Coll Pat Hogan Greta Hurst 《Changing English: An International Journal of English Teaching》2010,17(4):385-398
For a number of years, Rebecca Luce‐Kapler and Dennis Sumara have been investigating the ways in which literary practices of close reading can help change how we think and how we remember. They have also considered how such practices might help make us more critical of normative representations of remembered experience. More recently, they have been joined by Claire Robson, who works with and investigates memoir writing. In 2009, Robson and Sumara were joined by their six older lesbian research participants at a conference held at the University of British Columbia entitled ‘Queerly Canadian: Changing Narratives’. The six women performed extracts from memoirs they had written as part of the research data and joined the researchers in offering theories and insights about the writing processes in which the group had engaged. That presentation and this paper represent the evolution of a two‐year collaboration between these researchers and the six women, who are listed as co‐authors on both the presentation and this paper. 相似文献
26.
This paper investigates regional Australian students’ aspirations and expectations for their future and, more specifically,
the manner in which these are formulated around a view to move outward — that is, away from regional, remote and rural communities
— and onward — that is, to make something of their lives. Drawing upon interview data, the paper highlights the ways in which
rural students from across Australia expressed high-level aspirations, most of which centred on future careers. It explores
features of student talk which demonstrates that many of them had thought about their futures in detailed ways and had accumulated
knowledge and “street savvy” that would assist them in steering their futures. The paper also examines the ways in which student
talk about the changing context of the world of work and the inescapability of further education emerge as a naturalised discourse
in justifying their future plans. Finally, the paper explores the implications of such research findings for career advisers
and teachers working in regional areas of Australia. 相似文献
27.
This paper highlights the similarities and differences of seven nature kindergarten programmes in Australia and New Zealand. The study targeted three programmes from New Zealand and four from Australia. Participant observations and semi-structured interviews were used to build a profile of each site. The profiles were compared on factors such as philosophical influences, curriculum design, site location, safety requirements and programme activity. In many ways, the programmes were quite similar, and this was attributed to synergies between the respective curriculum frameworks and the influence of the European Forest School movement. There were, however, some unique features at each site and differences attributed to national perspectives. It is anticipated that the profiling of philosophical and logistical dimensions of nature programmes implemented in exemplar settings can help to inspire other early childhood educators and encourage them to reposition nature pedagogy as part of their own early childhood programmes. 相似文献
28.
Impact and educational outcomes of a small group self‐directed teaching strategy in a clinical neuroscience curriculum 下载免费PDF全文
Thomas I. Nathaniel Jordan C. Gainey Jessica A. Williams Bianca L. Stewart Michael C. Hood Leanne E. Brechtel Rakiya V. Faulkner Jasmine S. Pendergrass Leigh‐Ann Black Scott K. Griffin Christopher E. Troup Jayne S. Reuben Asa C. Black Jr. 《Anatomical sciences education》2018,11(5):478-487
The complexity of the material being taught in clinical neuroscience within the medical school curriculum requires creative pedagogies to teach medical students effectively. Many clinical teaching strategies have been developed and are well described to address these challenges. However, only a few have been evaluated to determine their impact on the performance of students studying clinical neuroscience. Interactive, 2‐hour, self‐directed small‐group interactive clinical case‐based learning sessions were conducted weekly for 4 weeks to integrate concepts learned in the corresponding didactic lectures. Students in the small groups analyzed cases of patients suffering from neurological disease that were based on eight learning objectives that allowed them to evaluate neuroanatomical data and clinical findings before presenting their case analysis to the larger group. Students’ performances on the formative quizzes and summative tests were compared to those of first‐year medical students in the previous year for whom the self‐directed, small‐group interactive clinical sessions were not available. There was a significant improvement in the summative performance of first‐year medical students with self‐directed clinical case learning in the second year (Y2) of teaching clinical neuroscience (P < 0.05) when compared with first‐year students in the first year (Y1) for whom the self‐directed learning approach was not available. Student performance in the formative assessments between Y1 and Y2 was not significantly different (P = 0.803). A target of ≥70% student scoring above 80% in the final summative examination was met. The current study revealed evidence for the impact and educational outcomes of a self‐directed, clinical teaching strategy in a clinical neuroscience curriculum for first‐year medical students. Anat Sci Educ 11: 478–487. © 2017 American Association of Anatomists. 相似文献
29.
Although most of the initial research on self-regulated learning focused on cognitive and meta-cognitive aspects, there has been a growing interest in the emotion and motivation domains of self-regulation. This article reports on research undertaken to investigate specific motivation and emotion regulation strategies used by middle school students and the relationship between the use of such strategies and student engagement and resilience. The research targeted one type of motivation regulation??goal-oriented strategies??and two types of emotion regulation: antecedent and stress release strategies, together with avoidance strategies. Students who used goal-oriented motivation regulation strategies were more likely than others to be resilient. Contrasting results were obtained when investigating the ability of each emotion regulation strategy type to predict engagement and resilience. As expected, students who used avoidant strategies were less likely than others to develop resilience. This article discusses the implications of the research for the classroom, including the teaching of particular motivation and emotion regulation strategies to students and providing the right classroom environment for strategy development. 相似文献
30.
THE DEAL OF THE CENTURY: THE BREAKUP OF AT&T by Steve Coll (New York: Atheneum, 1986—$18.95) ENTERTAINMENT INDUSTRY ECONOMICS: A GUIDE FOR FINANCIAL ANALYSIS by Harold L. Vogel (New York: Cambridge University Press, 1986—$24.95) THE CONTROL REVOLUTION: TECHNOLOGICAL AND ECONOMIC ORIGINS OF THE INFORMATION SOCIETY by James R. Beniger (Cambridge, MA: Harvard University Press, 1986—$25.00) 相似文献