全文获取类型
收费全文 | 203篇 |
免费 | 1篇 |
专业分类
教育 | 177篇 |
科学研究 | 6篇 |
各国文化 | 9篇 |
体育 | 1篇 |
信息传播 | 11篇 |
出版年
2023年 | 2篇 |
2022年 | 4篇 |
2020年 | 10篇 |
2019年 | 13篇 |
2018年 | 12篇 |
2017年 | 11篇 |
2016年 | 12篇 |
2015年 | 3篇 |
2014年 | 4篇 |
2013年 | 26篇 |
2012年 | 2篇 |
2011年 | 4篇 |
2010年 | 5篇 |
2009年 | 9篇 |
2008年 | 5篇 |
2007年 | 6篇 |
2006年 | 4篇 |
2005年 | 5篇 |
2004年 | 5篇 |
2003年 | 6篇 |
2002年 | 6篇 |
2001年 | 3篇 |
2000年 | 4篇 |
1999年 | 3篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1990年 | 2篇 |
1989年 | 3篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1984年 | 4篇 |
1983年 | 2篇 |
1979年 | 1篇 |
1978年 | 2篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1974年 | 2篇 |
1972年 | 1篇 |
1971年 | 1篇 |
1970年 | 1篇 |
1965年 | 1篇 |
1964年 | 1篇 |
1963年 | 2篇 |
1926年 | 1篇 |
1925年 | 1篇 |
1921年 | 1篇 |
1915年 | 1篇 |
排序方式: 共有204条查询结果,搜索用时 15 毫秒
1.
2.
Eve Gregory 《Literacy》2004,38(2):97-105
The promise to raise literacy standards significantly at age 11 in economically disadvantaged areas has been an important part of the present British Government's educational policy. Integral to this promise has been the introduction of official home/school ‘contracts’ or ‘agreements’, which oblige parents to engage in specific literacy activities with their children. However, evidence from a longitudinal study of family literacy practices in East London suggests that family and community members other than parents might play a crucial role in initiating young children into literacy. Siblings particularly have been found to be efficient ‘teachers’ of school literacy practices. In this paper, I investigate particularly ways in which an unspoken collusion takes place between teacher and older sibling revealed during ‘play school’ sessions in Bangladeshi British households in East London. 相似文献
3.
This paper explores the Estonian novice teachers’ learning and knowledge building (LKB) practices in the extended professional community during the induction programme using well-known knowledge conversion model. The assumption in this study is that a teachers’ participation in the extended professional community facilitates their professional development. The survey was conducted with 101 novices after their induction programme. The patterns of novices’ LKB practices in the professional learning community during the induction programme were explored. The analysis showed to what extent extended professional community may be formed during the induction year. LKB practice patterns among the novices were identified. We discovered that many novices felt that there was insufficient support from other teachers and from university experts. It appears that it is challenging to develop a coherent induction programme as the extended professional community of educators, where different partners collaborate and share professional knowledge is challenging. 相似文献
4.
The purpose of the study was to examine whether students’ linguistic skills and task-avoidant behavior (i.e., the child-related factors) and the mean level of academic skills (reading comprehension and math) of classmates (i.e., the class-related factor) are associated with teacher judgments of children’s reading comprehension and math skills. The participants were third-grade Estonian-speaking students (n?=?656; age 9?11 years) and their classroom teachers (n?=?51). The results of the structural equation modeling path analyses indicated that teachers tend to judge students showing higher academic and linguistic skills and lower avoidance behavior as higher on the reading comprehension and math skills. In contrast, the classmates’ higher academic skill level was related to lower judgments of individual children’s reading comprehension and math skills by teachers. 相似文献
5.
This study examines the key concepts of elements‐and‐principles art instruction, as defined in the publications by Vorkurs (preliminary course) instructors at the Bauhaus. Elements‐and‐principles instruction was for decades central to formalist art training, and continues to play a role, albeit limited, today. Preceding accounts of the elements‐and‐principles have not considered contextual matters worthy of attention, specifically, two other instructional frameworks. One is perceptual drawing that dominated in Western art culture before the inception of the elements‐and‐principles approach. The second is the instructional model Paul Klee proposed in his well‐known but under‐examined instructional publication of 1925, Pedagogical Sketchbook. With regard to the latter, scholars have failed to undertake detailed analysis that would explain Klee's instructional model and, in particular, its central (and idiosyncratic) concept of ‘trichotomy’. Trichotomy is a structure rather than a formal element, providing visual equivalents for extra‐visual events. The peculiarity of trichotomy and related concepts in Pedagogical Sketchbook has kept the publication a faint presence in elements‐and‐principles instruction and in related scholarly inquiry. With a more precise presentation of Klee's pedagogical focus, this study distinguishes heretofore overlooked dissimilarities between the Pedagogical Sketchbook model and elements‐and‐principles approach, and enables recognition of affinities between Klee's model and current conversations about embodiment pedagogies in visual arts education. 相似文献
6.
Matthew Bernstein Linda Roney Meredith Kazer Elizabeth H. Boquet 《Health information and libraries journal》2020,37(3):240-244
This study explores how a three‐way collaboration between a University library, writing centre and faculty created avenues of training and support for students within a Doctor of Nursing Practice (DNP) program in an American University. The role of each partner involved in the collaboration is discussed alongside the profile of the DNP students. Lesson planning and classroom techniques for DNP information literacy classes are described and feedback from the partners and the students are discussed. The study confirms that collaboration is effective in improving research and writing skills. D.I. 相似文献
7.
Eve A.S. 《Journal of The Franklin Institute》1926,202(5):627-635
8.
R. P. Clark Einar Lilja Eve Malmqvist Louis Arnaud Reid Edmund King John Downing C. M. Fleming Arnould Clausse G. de Landsheere Vernon Mallinson Paul Nash Tomio Goto M. A. Brimer Rudolf Cohen Gerhard Pause M. J. Langeveld W. E. Vliegenthart Emile Planchard 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,9(3):351-382
9.
10.
Bernstein Debra Puttick Gillian Wendell Kristen Shaw Fayette Danahy Ethan Cassidy Michael 《Educational technology research and development : ETR & D》2022,70(1):119-147
Educational technology research and development - In most middle schools, learning is segregated by discipline. Yet interdisciplinary approaches have been shown to cultivate creative thinking,... 相似文献