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91.
Åse Strandbu Kari Stefansen Ingrid Smette Morten Renslo Sandvik 《Sport, Education and Society》2019,24(1):66-77
Recently parental involvement in youth sport has intensified, challenging the understanding of youth sports as an arena where adolescents can develop their identity and autonomy. On this background, our study explores how adolescents understand and negotiate their parents’ involvement in sport and how they define ideal and undesirable forms of parental involvement. Our empirical setting is Norway, and we draw on data from 16 focus group interviews among 13–14-year-olds (n?=?92) recruited from two lower secondary schools. The analysis shows that young people distinguish between different aspects of the sport activity when defining ideal and undesirable forms of parental involvement. When discussing sport as a healthy activity necessary for physical and social development, the young people interviewed approve of parents’ role in regulating and encouraging participation. When considering the athletic aspects and peer sociability, however, they see parental involvement as mostly undesirable. The analysis also shows that the adolescents generally describe their parents as attentive to the boundaries their children draw for them about levels and types of involvement. Therefore, young people should be seen not only as subjected to parental involvement but also as active co-constructors of valid parental roles in and beyond the sporting arena. 相似文献
92.
Ville Nivalainen Mervi A. Asikainen Kari Sormunen Pekka E. Hirvonen 《Journal of Science Teacher Education》2010,21(4):393-409
Practical work in school science plays many essential roles that have been discussed in the literature. However, less attention
has been paid to how teachers learn the different roles of practical work and to the kind of challenges they face in their
learning during laboratory courses designed for teachers. In the present study we applied the principles of grounded theory
to frame a set of factors that seem to set major challenges concerning both successful work in the school physics laboratory
and also in the preparation of lessons that exploit practical work. The subject groups of the study were preservice and inservice
physics teachers who participated in a school laboratory course. Our results derived from a detailed analysis of tutoring
discussions between the instructor and the participants in the course, which revealed that the challenges in practical or
laboratory work consisted of the limitations of the laboratory facilities, an insufficient knowledge of physics, problems
in understanding instructional approaches, and the general organization of practical work. Based on these findings, we present
our recommendations on the preparation of preservice and inservice teachers for the more effective use of practical work in
school science and in school physics. 相似文献
93.
Infants require locomotor experience to behave adaptively at a drop‐off. However, different experimental paradigms (visual cliff and actual gaps and slopes) have generated conflicting findings regarding what infants learn and the specificity of their learning. An actual, adjustable drop‐off apparatus was used to investigate whether learning to distinguish a step from a cliff transfers from crawling to walking. Experienced 12‐month‐old crawlers (n = 16) refused to crawl over risky drop‐offs but novice 12‐month‐old walkers (n = 17) stepped repeatedly over the edge. Experienced 18‐month‐old walkers (n = 18) refused to walk over risky drop‐offs but descended using alternative methods. These findings suggest that infants do not acquire generalized responses like fear or wariness of heights. Rather, infants learn to perceive affordances for the experienced action. 相似文献
94.
95.
Kari Dyregrov Mathilde Endsjø Thormod Idsøe Atle Dyregrov 《Emotional and Behavioural Difficulties》2013,18(3):289-301
Little is known about how teachers and head teachers (school personnel) attend to children experiencing grief. Our aim was to investigate what the school personnel perceive to be optimal help from the school in such situations. We conducted seven focus group interviews and one single interview among 17 teachers and 5 head teachers from primary and secondary schools. Although the school personnel obviously have high levels of empathy and commitment towards grieving students, they expressed limited knowledge about how child bereavement affects school performance, concentration, and learning, and how this restricted their own efforts to arrange for grieving children during the school day. They also signalled tensions created by the need to mediate too many tasks in the teacher’s role, school staff’s lack of grief knowledge, and guilt for not doing more for bereaved children at school. Despite the existence of solid theoretical and research base in the field of grief in children, opportunities for provision of evidence-validated intervention by teachers and other school personnel in response to grief, and prompt referral of bereaved children suffering more complex grief reactions, appear to be severely compromised. The school personnel pointed out the necessities for action plans and written routines, resources and clarifications of roles, and some basic help principles, key help measures, and improvements to improve the support for bereaved schoolchildren. 相似文献
96.
Patrick J. Rottinghaus Alec Eshelman Jonathan S. Gore Kari J. Keller Madalyn Schneider Kristine L. Harris 《International Journal for Educational and Vocational Guidance》2017,17(1):61-75
This retrospective chart review study examined the factor structure of the Career Futures Inventory-Revised (CFI-R; Rottinghaus et al. in J Career Assess 20:123–139, 2012) and its utility as a career counseling outcome measure using a sample of 332 clients from a university career center. The CFI-R examines career agency and other career adaptability dimensions germane to clients’ career concerns. Confirmatory factor analysis results supported the proposed factor structure. Changes in CFI-R scale scores are reported for 116 clients who received counseling. The use of the CFI-R as an effectiveness outcome measure for individual, group, and classroom career interventions is addressed. 相似文献
97.
Kari Kragh Blume Dahl Christopher Malagad Millora 《International Journal of Lifelong Education》2016,35(6):648-663
This study explores reflective experience during transformative, group-based learning among university leaders following a natural disaster such as a typhoon in two Philippine universities. Natural disasters are recurrent phenomena in many parts of the world, but the literature largely ignores their impact on lifelong human learning, for instance regarding preparing the university setting for future natural disasters. The study used interviews and document analysis, drawing on a body of interrelated works in transformative learning theory, critical educational theory and conceptions about group processes and reflective practice to understand university leaders’ lifelong learning from natural disasters as experiential, transformative, reflective and group oriented. The findings document that university leaders’ reflective, transformative learning depends on individuals’ experience of natural disasters as disorienting dilemmas, and that reflection is facilitated by decisive group dynamics rather than only personal reflection. Facilitating a learning space for transformative, reflective learning in university settings might assist university leaders to enhance disaster risk preparedness, for instance through local policy change. 相似文献
98.
Portfolio appraisal: In search of criteria 总被引:2,自引:0,他引:2
Two inherently contradictory forces are pushing for reform in portfolio assessment. On the one hand there is a felt need for creating more rigid standards that operate to promote uniformity of ratings in appraisal practice to certify achievement. However, on the other hand, critical questions are being raised about separating acclaimed portfolio goals aimed both at appraising achievement while also improving quality of student learning and development. The position of portfolio assessment, which is widely used nowadays in teaching and teacher education, comes into debate. In our study, we look for actual practices in portfolio appraisal in search of criteria used for rating the quality of portfolio materials. It is our interest to find out how appraisal criteria are selected and used to evaluate achievement or to improve the quality of development and learning. In the context of teacher education, we have examined both the espoused criteria of both assessors and collectors of portfolios as well as the actual appraisal practices by looking at the judgmental orientations and supervision styles used by portfolio assessors. In addition, we offered an authentic portfolio document to be rated by different assessors to gauge and compare their quality of rating and criteria use. The actual processes we detected point to a most common practice of employing judgmental, usually normative evaluations based on assessor dependent, more or less pre-decided criteria which permit a “checkbox” approach to appraisal. 相似文献
99.
Embedding academic literacy into the curriculum and regular subject teaching has received little attention in Norwegian higher education (HE). The present article, drawing on the findings of two studies carried out in 2013/14, seeks to amend this. The first study, an action research study, exposes how lecturers in one of the faculties at Oslo and Akershus University College perceive their role in teaching and guiding students’ discipline-specific literacy, in particular academic writing. Collaborating with the faculty in a joint action research project, we seek to empower the lecturers, and develop pedagogical methods that are suitable for academic literacy teaching and guidance, and thereby make a change in the institution. The second study analyzes the academic literacy skills and knowledge of new students. We follow students in their final semester in upper secondary school, and identify how they are prepared for academic literacy in HE. Together, the studies reveal that despite the students’ preparation for higher studies, they are not fully qualified for meeting the demands of academic literacy. When entering HE, the students are still in need of guidance to establish textual meta-perspectives and to develop relevant disciplinary literacy practices. However, the lecturers are neither fully qualified for nor willing to include this topic in their content teaching. 相似文献
100.