全文获取类型
| 收费全文 | 54篇 |
| 免费 | 1篇 |
专业分类
| 教育 | 44篇 |
| 信息传播 | 11篇 |
出版年
| 2020年 | 1篇 |
| 2015年 | 1篇 |
| 2013年 | 4篇 |
| 2011年 | 1篇 |
| 2010年 | 1篇 |
| 2009年 | 1篇 |
| 2008年 | 1篇 |
| 2006年 | 1篇 |
| 2003年 | 3篇 |
| 1999年 | 3篇 |
| 1998年 | 2篇 |
| 1997年 | 5篇 |
| 1996年 | 1篇 |
| 1995年 | 2篇 |
| 1994年 | 1篇 |
| 1993年 | 1篇 |
| 1992年 | 2篇 |
| 1990年 | 1篇 |
| 1989年 | 1篇 |
| 1987年 | 5篇 |
| 1986年 | 1篇 |
| 1985年 | 1篇 |
| 1984年 | 2篇 |
| 1983年 | 2篇 |
| 1982年 | 1篇 |
| 1981年 | 1篇 |
| 1979年 | 1篇 |
| 1977年 | 2篇 |
| 1976年 | 1篇 |
| 1973年 | 2篇 |
| 1972年 | 1篇 |
| 1954年 | 2篇 |
排序方式： 共有55条查询结果，搜索用时 872 毫秒
1.
SUE BEVERTON 《Cambridge Journal of Education》2003,33(2):217-235
As schools adapt to the Key Stage 3 Literacy Strategy, this paper looks at early impacts upon secondary English departments of the primary National Literacy Strategy (NLS). Since 1999, pupils with increasing experience of the primary NLS have been entering secondary schools. This paper focuses upon four secondary English departments at three points in time: early in the first year in which secondary schools received Y7 students who had experienced the NLS (autumn 1999), towards the end of the same school year (July 2000) and five terms later (spring 2002). The paper looks for shifts over time in departmental policy and practice across the primary/secondary transfer that may relate to the impact of the primary NLS. Of the two major findings from rounds one and two of interviews, one was confirmed by the third round of interviews and one was not. The persistent finding was that greater success with post-NLS students in Y7 was experienced by the English department that already practised high levels of liaison with feeder primary schools and worked positively to publicise their literacy practices across their own school's other subject departments. However, over the three years, the four departments grew more varied in their preparation for, and responses to, receiving students from the primary NLS. This suggests that English departments are operating their responses to the primary NLS with a fair degree of autonomy. 相似文献
2.
3.
The paper describes the development and operation of joint study programme schemes, which lead to double awards. The essential prerequisites for an exchange programme are identified together with an evaluation of academic standards and teaching methods in each country. The process of obtaining equivalence and credit recognition between courses is presented, together with specific data relating to requirements for double awards. The experience gained in these exchange programmes is discussed and student performance is evaluated. 相似文献
4.
Tim LLOYD 《Learned Publishing》2015,28(4):292-297
- Access management (AM) is a critical, but often overlooked, enabler for publishers looking to expand the appeal of their online resources.
- This article examines why publishers underinvest in AM, and provides practical examples of how this impacts productivity and growth across the organization.
- Three AM trends that offer new growth opportunities are also explored: (i) enabling a wider range of customer types and business models, (ii) supporting a more diverse range of access scenarios, and (iii) facilitating greater personalization through identity management.
- Publishers need to review their AM strategy in light of these opportunities. In particular, publishers that currently support AM in‐house should outsource to specialist vendors if they are not fully committed to investing the expertise and time needed to support this increasing sophistication.
5.
SUE JACKSON 《Gender and education》1997,9(4):457-468
ABSTRACT We are living in times of change and uncertainty, where many groups are challenging existing structures. Challenges to education have come from postmodernists and poststructuralists, calling into question previously held beliefs and ideologies, and from people from a variety of cultural and ethnic groups, examining the relationship of the oppressed and the exploited to educational structures. Through consideration of the work of Henry Giroux and Paulo Freire, considered to be liberatory and radical, I will consider ways in which their work might inform feminist theory, but also consider how feminists in turn have built on their work, considering new levels of insight. I will call for feminist perspectives to be interwoven with the already rich and valuable ideas of educationists such as Paulo Freire and Henry Giroux to enable us all-women and men-to move towards a feminist pedagogy of change. 相似文献
6.
SUE MIDDLETON 《Gender and education》1995,7(1):87-100
This paper arises from my work as a teacher of courses in feminist educational theory in a New Zealand university. Students usually encounter educational theories as disembodied abstractions scattered in fragments in various, often seemingly unrelated, courses. In a crowded curriculum there is little space for them to create their own educational theories or to reflect on the processes of educational theorising. In this paper I speak with two voices as a means of modelling - for students and teachers of feminist courses - a process of doing educational theory. It is written in two columns. In the left-hand column I speak with an academic voice. I begin by reviewing some theoretical writings of post-modernist theorists who have drawn attention to the ways our educational and social theories are generated by our circumstances - biographical, historical, cultural, generational, and geographical. I then argue that post-modernists have seldom practised what they preach - their abstract, and often inaccessible, writings remain severed from the lived realities at their base. In the right-hand column I speak with a more personal voice. I introduce some everyday experiences which are usually rendered invisible in academic writing in order to demonstrate how a few moments of 'lived reality' can be generative of feminist educational theory. The paper also contains ideas about how its unorthodox form can be used to trigger multiple and idiosyncratic readings and as a trigger for students' writing. 相似文献
7.
D. A. LLOYD THOMAS 《Philosophical Books》1981,22(4):219-222
8.
D. IEUAN LLOYD 《Journal of Philosophy of Education》2020,54(3):772-784
R.S. Peters and Paul Hirst were the most influential figures in philosophy of education in the 1960s, 1970s and 1980s. The claim in this paper is that their rationalist's approach was often misleading and unilluminating. They believed they were preparing children for life beyond school, but to a large extent they failed because they did not take into account the diversity of values and practices of life in general. The paper contains some reflections by Rush Rhees, a student of Wittgenstein, on some of their writings. Rhees had first met Wittgenstein when he attended his classes in 1936. They formed a lifelong friendship, and Rhees subsequently devoted much of his life to the dissemination, interpretation, and criticism of Wittgenstein's work. The reflections discussed here derive primarily from views Rhees expressed in the 1970s. 相似文献
9.
Data from a postdictive study of the tests of the Graduate Record Examination and the eight semesters of undergraduate grade averages, each semester's average being computed independently of the rest, are presented. Postdictive validities of the aptitude portions of the GRE are essentially similar to predictive validities obtained earlier by the senior author. Both predictive and postdictive validity gradients over the eight semesters are relatively steep, with freshman grades having the highest correlations with the tests. The validity gradient for all advanced tests combined does not follow the pattern for the aptitude tests, but neither does it show the opposite gradient. Advanced test results are most highly correlated with sophomore grades, but the validity gradient over the eight semesters is relatively flat. A small scale extension of this research into post baccalaureate training indicated that senior grades were most predictive of graduate criteria, but a larger scale study is clearly called for. Possible implications for ability theory and for selection of graduate students are discussed. 相似文献
10.
Three Varieties of Cultural Relativism 总被引：1，自引：0，他引：1
SUE KNIGHT 《Educational Philosophy and Theory》1984,16(1):23-36