全文获取类型
收费全文 | 53篇 |
免费 | 0篇 |
专业分类
教育 | 46篇 |
科学研究 | 2篇 |
体育 | 2篇 |
信息传播 | 3篇 |
出版年
2021年 | 2篇 |
2020年 | 2篇 |
2019年 | 3篇 |
2018年 | 2篇 |
2017年 | 1篇 |
2016年 | 2篇 |
2015年 | 2篇 |
2014年 | 3篇 |
2013年 | 13篇 |
2012年 | 3篇 |
2009年 | 1篇 |
2008年 | 2篇 |
2007年 | 1篇 |
2004年 | 1篇 |
2003年 | 2篇 |
2002年 | 1篇 |
2001年 | 1篇 |
1999年 | 2篇 |
1995年 | 1篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1983年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1973年 | 1篇 |
1970年 | 1篇 |
排序方式: 共有53条查询结果,搜索用时 15 毫秒
1.
While a vast literature exists on students and their learning, work on lecturers and their teaching continues to lag some
way behind. This paper explores the notion that the complexity of Higher Education (HE) today significantly impacts upon what
goes on in the classroom through a two-tiered study. Semi-structured interviews were conducted to explore lecturers’ perceptions
and experiences of teaching a specific module. Interviewees raised issues pertaining to the wider departmental, institutional
and socio-political context. Consequently, focus groups were run with key people in the University to explore their perceptions
of teaching and learning within the current HE climate. The findings suggest that lecturers perceive numerous external factors
to impinge upon their teaching and attempt to militate against these in various ways in order to achieve ongoing enhancement
of learning for students.
相似文献
Susan J. LeaEmail: |
2.
Since scientific literacy has become a key goal in science education, many people have argued in favor of the incorporation of inquiry in science education. However, scattered in the literature are extrinsic and intrinsic teaching challenges linked to the design and implementation of inquiry-based practical work (IBPW) in secondary school science classrooms. The purpose of this systematic literature review was to characterize and clarify the intrinsic challenges. From an instructional design perspective, the characterization of the challenges yielded four primary categories. The categories consist of initiation-phase challenges (such as unfavorable views regarding science and practical work), planning-phase challenges (including difficulties involved in designing IBPW), implementation-phase challenges (e.g., persuading learners to reflect on their experiences and findings), and summative evaluation-phase challenges which include concerns linked to the grading of practical inquiry. In the different categories, the challenges are linked to gaps in various aspects of teacher competencies especially in the context of the TPACK framework. The aspects include content knowledge (CK) (such as science content and scientific inquiry); in addition to technological knowledge (TK) linked to standard technologies. Also included is pedagogic CK (including orientation toward science teaching). Moreover, some of the intrinsic challenges are linked to gaps in skills (including pervasive classroom management and practical skills); in addition to values (such as commitment). These results have theory-, practice-, and research-based implications. 相似文献
3.
This article describes “SPREAD”, a simulation toolkit, and its use in building “Virtual Robots”, a simulation of multiple mobile robot vehicles used in the teaching of computer science at university level. A novel aspect of the simulator is the use of PVM (Parallel Virtual Machine) to achieve high performance at low cost by using spare CPU cycles on large numbers of networked workstations. 相似文献
4.
Samuel J. Callaghan Robert G. Lockie Warren A. Andrews Robert F. Chipchase Sophia Nimphius 《Sports biomechanics / International Society of Biomechanics in Sports》2020,19(3):307-321
AbstractThis study assessed the reliability and validity of segment measured accelerations in comparison to front foot contact (FFC) ground reaction force (GRF) during the delivery stride for cricket pace bowlers. Eleven recreational bowlers completed a 30-delivery bowling spell. Trunk- and tibia-mounted inertial measurement units (IMUs) were used to measure accelerations, converted to force, for comparisons to force plate GRF discrete measures. These measures included peak force, impulse and the continuous force–time curve in the vertical and braking (horizontal) planes. Reliability and validity was determined by intra-class correlation coefficients (ICC), coefficient of variation (CV), Bland–Altman plots, paired sample t-tests, Pearson’s correlation and one-dimensional (1D) statistical parametrical mapping (SPM). All ICC (0.90–0.98) and CV (4.23–7.41%) were acceptable, except for tibia-mounted IMU braking peak force (CV = 12.44%) and impulse (CV = 18.17%) and trunk vertical impulse (CV = 17.93%). Bland–Altman plots revealed wide limits of agreement between discrete IMU force signatures and force plate GRF. The 1D SPM outlined numerous significant (p < 0.01) differences between trunk- and tibia-located IMU-derived measures and force plate GRF traces in vertical and braking (horizontal) planes. The trunk- and tibia-mounted IMUs appeared to not represent the GRF experienced during pace bowling FFC when compared to a gold-standard force plate. 相似文献
5.
Lynne Callaghan Alan Doherty Susan J. Lea Daniel Webster 《Health information and libraries journal》2008,25(4):253-260
Background: Students on health and social care degree programmes spend 50% of their time on practice placements. Because of the diversity of settings and the need to evidence their work, it is vital to understand the information and resource needs of placement students. Objectives: The aim of this investigation was to understand the needs of placement students in terms of accessing resources whilst they are in the field in order to inform a guide to meet these needs. Methods: Focus groups were conducted with students on midwifery, social work and post‐registration health professions degree programmes on three different sites across the region. Data were analysed using Thematic Content Analysis. Results: Three themes emerged from the data: inequality, user education needs and students’ solutions and strategies. Conclusions: It is essential to speak to placement students in order to understand their needs in terms of accessing and using library resources. The timing and content of information skills training is key to meeting student needs while on placement. 相似文献
6.
ABSTRACTWe explore the reflections of a lecturer using Action Learning (AL) meetings for the dissertation module on a one-year Master’s programme with a predominantly international student cohort. We focus on two concerns: to what extent does AL mitigate against the negative experiences of cross-cultural adaptation? And can we surface and share the learning that occurs when (international) scholars become practitioners and practitioners become (international) scholars? In the AL groups, many students seem more at ease with themselves, others and content in AL meetings than in other sessions. We scrutinised AL and our AL meetings to explore what makes it different and perhaps a better learning experience for the international student. This paper emerged following discussions with David, an e-learning and pedagogic specialist. Before continuing, note that there are two terms discussed in the literature: ‘cross-cultural adjustment’ and ‘cross cultural adaptation’. ‘Adjustment’ refers to minor changes to cope with when facing a new situation, ‘adaptation’ to larger scale changes [Haslberger, Arno, and Chris Brewster. 2007. “Domains of Expatriate Adjustment with Special Emphasis on Work.” Presented at the Cadiz University’s VI International Workshop on Human Resource Management, Jerez, Spain]. We suggest that AL be used more often and earlier with international students. 相似文献
7.
Vic Barnett 《Teaching Statistics》2001,23(2):35-37
Environmental statistics is an exciting and rapidly growing area of statistical application. It requires complex new approaches and methods to be developed, to enable study of the crucial environmental problems we face: whether climate change, passive smoking, industrial pollution or forest fires. For the classroom, environmental statistics can bring some reality and immediacy to our teaching. 相似文献
8.
9.
10.
This paper outlines a project based on an approach to teacher empowerment through collaborative action research. Using accounts from teachers involved in the project, the conditions necessary for the development of collegiality on in-service courses are explored. The nature and significance of agenda setting and ways of introducing tools for empowerment are described. The use of collaborative autobiography (CA), interpersonal process recall (1PR) and a general supervisory framework (GSF) are analysed in detail. The paper concludes with comment on the extent to which teachers are empowered by these tools to reconstruct the complex relationships between power, knowledge, ideology and schooling which dominate much of their working lives. 相似文献