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101.
Ali S. Ibrahim 《Prospects》2010,40(4):499-515
For the past two centuries, western modern education has informed education policies and practices in Egypt. However, few
researchers have analyzed the historical or current politics of educational transfer in this country. This article investigates
the ways in which foreign transfer has influenced Egyptian education, both historically and currently. It concludes that current
Egyptian education is a product of inappropriately adapted foreign transfers coupled with domestic interest in spreading education
with little attention to its quality. Egypt has recently received considerable support from the international community and
has been influenced by global educational discourses. Yet, its educational reforms have met little, if any, success as they
have been introduced into a system with characteristics that are historically ingrained and resistant to change, and into
a contested context of competing interest groups and a climate of mistrust. The result is a disoriented education system full
of problems. 相似文献
102.
Mohammed Sani Ibrahim Simin Ghavifekr Sii Ling Saedah Siraj Mohd Ibrahim K. Azeez 《Asia Pacific Education Review》2014,15(2):177-190
This study investigates the impact of transformational leadership as idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration on teachers’ commitment towards organization, teaching profession, and students’ learning. A quantitative survey method was applied, and four broadly hypothesized relationships were tested with a sample of 1,014 trained non-graduate and graduate teachers serving in twenty-seven secondary schools in Sarawak, Malaysia. The results indicate a moderate level of teachers’ commitment and a low level of transformational leadership qualities among the respondents. This study found that inspirational motivation, individualized consideration, and intellectual stimulation were the factors contributing towards teachers’ commitment to teaching profession, and there was no dominant factor influencing commitment to students’ learning. Moreover, it was discovered that inspirational motivation was a factor to teachers’ efficacy and teaching experience. Besides, teachers’ efficacy and teaching experience were predictors to teachers’ commitment to organization, teaching profession, and students’ learning, respectively. These findings revealed that there was a significant relationship between transformational leadership and teachers’ commitment to organization and teaching profession, but not students’ learning. The results of this study indicate the necessity for leadership development of school leaders so that they could systematically acquire and internalize the effective transformational leadership qualities that are crucial in changing teachers’ attitude and improving their commitment towards their profession. 相似文献
103.
The purpose of the study was to examine preservice teachers’ attitudes using Second Life for multicultural literacy and to explore effective strategies to implement this technology in teacher preparation programs. Participants included thirty-six preserve teachers from early childhood, elementary, and secondary education programs. Participants indicated that interacting with cultural artifacts and diverse populations promoted multiculturalism, 47.5% reported that Second Life supported the development of multicultural attitudes and 50% indicated that Second Life can support multicultural respect. Additionally, 33.4% considered Second Life an effective learning tool for K-12 education while 40% remained undecided. Participants questioned the veracity of certain objects, often failed to communicate with individuals from other cultures, and worried about inappropriate content. Despite these limitations, Second Life could serve as a rich environment to build multicultural knowledge through culturally representative locations, artifacts, and communication. Suggestions for incorporating multicultural experiences via Second Life are presented. 相似文献
104.
105.
Ibrahim Kocabas 《Journal of The Franklin Institute》2011,348(7):1339-1362
The Laplace transformation technique has been widely applied to modeling of tracer transport in oil and geothermal reservoirs, and in groundwater aquifers. However, mathematical models of many flow and transport problems could only be obtained as Laplace space solutions, and hence, their computations had to involve a numerical inversion technique.In this work, we employ the iterated Laplace transformation technique to develop novel closed form solutions to the tracer transport models in heterogeneous media. Two types of configurations have been considered: tracer transport in single fracture located in low-permeability matrix and tracer transport in a double porosity medium consisting of flowing and dead-end pore systems. In addition, both linear and radial flow geometries have been considered for both configurations. Applications of iterated Laplace transform technique to these four types of models are presented as fundamental examples and their numerical results were used as benchmarking for the numerical inversion results from Stehfest and Dubner and Abate algorithms.As the technique is quite versatile, we expect that the method should gain widespread acceptance to develop solutions to a wide range of problems in flow and transport in porous media and improve the application of nonlinear regression technique to these solutions.This work has achieved four important objectives: first, two novel Laplace transform relations that are useful in tracer studies are presented. Second, the present work serves to verify/invalidate the results of numerical inversion algorithms. In addition, it provides better insight into tracer transport mechanisms. Finally, it serves as a powerful tool of design and interpretation of tracer tests. All four objectives are illustrated in this work. 相似文献
106.
107.
Ibrahim Dahlstrom‐Hakki Jodi Asbell‐Clarke Elizabeth Rowe 《Mind, Brain, and Education》2019,13(1):30-40
The value of neurocognitive measures to study memory, attention, cognition, and learning is well established. However, the vast majority of work using these tools is performed in tightly controlled lab experiments using simple lab stimuli. This article looks at the viability of using multimodal neurocognitive instruments to measure implicit knowledge in real‐world learning contexts. We focus on some of the most promising neurocognitive tools for this purpose, including eye‐tracking, electroencephalography (EEG), and functional near infra‐red spectroscopy (fNIRS). The specific challenges and potential of each tool are considered for use within learning contexts. These tools may be of particular importance to student populations that typically underperform on traditional learning assessments, including students with disabilities, English language learners, and students from low socioeconomic status backgrounds, among others. This review concludes with recommendations to the field for further work required to bring objective measures of implicit knowledge to real world learning contexts. 相似文献
108.
The paper deals with the optimal control of a distributed host structure consisting of two elastically connected complex continuous double-string system and subjected to certain excitation load. Investigation of the behavior of such system is of great theoretical and practical importance. A technique is proposed to actively damp out the undesired vibrations in the structures by a combination of applied actuators and displacement feedback gains. Two performance measures, involving energies at the terminal time as well as applied and feedback control efforts, are introduced. The optimality conditions of the applied actuators are derived by using the method of eigenfunction expansion and calculus of variations. The feedback parameters are numerically determined from the solution of a minimization problem. The proposed approach is illustrated by a numerical example involving a system which consists of two strings subjected to a continuous load. 相似文献
109.
Ibrahim Alladin 《Higher Education in Europe》1992,17(4):4-13
This article begins by posing some fundamental questions about global co‐operation and why co‐operation among nations is necessary. Co‐operation in higher education can foster global understanding and bridge cultural gaps. What is therefore called for is the globalization of universities. For positive international co‐operation in education to occur, the following initiatives are required: global perspectives in the curriculum, foreign students as learning resources, the globalization of universities and colleges, and the disengagement of educational policy from foreign policy. 相似文献
110.
Hagar Ibrahim Labouta Jennifer Dawn Adams David Thomas Cramb 《Cultural Studies of Science Education》2018,13(3):785-796
In this paper we reflect on the article “I am smart enough to study postsecondary science: a critical discourse analysis of latecomers’ identity construction in an online forum”, by Phoebe Jackson and Gale Seiler (Cult Stud Sci Educ. https://doi.org/10.1007/s11422-017-9818-0). In their article, the authors did a significant amount of qualitative analysis of a discussion on an online forum by four latecomer students with past negative experiences in science education. The students used this online forum as an out-of-class resource to develop a cultural model based on their ability to ask questions together with solidarity as a new optimistic way to position themselves in science. In this forum, we continue by discussing the identity of marginalized science students in relation to resources available in postsecondary science classes. Recent findings on a successful case of a persistent marginalized science student in spite of prior struggles and failures are introduced. Building on their model and our results, we proposed a new cultural model, emphasizing interaction between inside and outside classroom resources which can further our understanding of the identity of marginalized science students. Exploring this cultural model could better explain drop-outs or engagement of marginalized science students to their study. We, then, used this model to reflect on both current traditional and effective teaching and learning practices truncating or re-enforcing relationships of marginalized students with the learning environment. In this way, we aim to further the discussion initiated by Jackson and Seiler and offer possible frameworks for future research on the interactions between marginalized students with past low achievements and other high and mid achieving students, as well as other interactions between resources inside and outside science postsecondary classrooms. 相似文献