全文获取类型
收费全文 | 258篇 |
免费 | 4篇 |
专业分类
教育 | 233篇 |
科学研究 | 4篇 |
各国文化 | 1篇 |
体育 | 11篇 |
文化理论 | 1篇 |
信息传播 | 12篇 |
出版年
2023年 | 1篇 |
2022年 | 1篇 |
2021年 | 2篇 |
2020年 | 3篇 |
2019年 | 12篇 |
2018年 | 12篇 |
2017年 | 8篇 |
2016年 | 14篇 |
2015年 | 11篇 |
2014年 | 18篇 |
2013年 | 46篇 |
2012年 | 8篇 |
2011年 | 15篇 |
2010年 | 10篇 |
2009年 | 9篇 |
2008年 | 9篇 |
2007年 | 8篇 |
2006年 | 5篇 |
2005年 | 6篇 |
2004年 | 3篇 |
2003年 | 3篇 |
2002年 | 9篇 |
2001年 | 9篇 |
2000年 | 4篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 2篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 3篇 |
1991年 | 1篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 6篇 |
1985年 | 4篇 |
1984年 | 3篇 |
1982年 | 1篇 |
1979年 | 2篇 |
1975年 | 1篇 |
1973年 | 2篇 |
排序方式: 共有262条查询结果,搜索用时 15 毫秒
101.
Suzanne Ingrid Dorée 《PRIMUS》2017,27(2):179-188
AbstractHow can we teach inquiry? In this paper, I offer practical techniques for teaching inquiry effectively using activities built from routine textbook exercises with minimal advanced preparation, including rephrasing exercises as questions, creating activities that inspire students to make conjectures, and asking for counterexamples to reasonable, but false, conjectures. 相似文献
102.
Velibor Bobo Kovač Ingrid Lund Heidi Omdal 《Educational Studies A Journal of the American Educational Studies Association》2017,53(1):78-94
This study explores the possibility that the concept of learning environment (LE) is understood and interpreted differently by various users, depending on their relative positions in the educational system, institutional affiliation, and cultural heritage. The study employs a qualitative approach and is based on 14 semistructured separate interviews with professionals in the field of education. The participants in the study have been chosen from 3 different levels in the educational system (assistants, kindergarten and school teachers, and principals/county government representatives) and across different institutions (kindergartens and schools). The data reveal a clear pattern in which the conceptualization of LE is influenced by the relative positions of the actors, established practices and norms inside the specific system, and the cultural heritage of the given context. The tendency of various stakeholders to understand and interpret LE differently has direct implications for development and implementation of future educational policies. The study emphasizes that the awareness of these effects is important for (a) successful communication between educational professionals operating in different positions in the system, and (b) the academic community, which tends to shape the manner in which the theoretical concepts are defined. 相似文献
103.
Georgeta Ion Angelina Sánchez Martí Ingrid Agud Morell 《Assessment & Evaluation in Higher Education》2019,44(1):124-138
Assessment is a key component of the education process and strategies involving peer-feedback are considered beneficial to student learning. This study aims to analyse the benefits giving and receiving feedback have for students’ development of cognitive and metacognitive, affective and professional competences. One-hundred and eighty-eight students enrolled in teacher education answered a survey. Results indicate that, after providing feedback, the students perceived a better learning experience and an increased sense of commitment to their own learning and their colleagues’ progress. A key finding from this study was the role of students in their own learning. As most participants recognised, providing feedback helped them improve their learning, which is a clear indicator that students want to adopt an active role in their own learning and consider their involvement critical in the design of teaching and learning experiences. To achieve the greatest advantages, feedback must be accompanied by tutoring and mentoring to ensure positive connections with the task, address doubts and clarify the comments received. 相似文献
104.
The EdD (Doctor in Education) is a professional doctorate that provides a framework for experienced professionals to examine and develop their practice through research and engagement with relevant theoretical perspectives and professional academic literature. This type of doctorate provides the opportunity for professionals to develop their capacity for critical, professional agency, often achieved through the use of reflection for the integration of academic and professional knowledge. This paper explores doctoral students’ perspectives on the nature and value of reflective statements in terms of a product of learning and a process of reflection. The analysis of EdD students’ responses from one university in the UK reveals a connection between the process of reflection and the development of professional knowledge and contribution to practice—major goals of professional doctorate programmes. This small‐scale study has highlighted implications for the role of reflection in EdD programmes for the development of critical, professional agency. At the metacognitive level of the EdD student clarity is lacking regarding the process of reflection—the nature, scope, object, purpose, value and development—which raises the very important question of ‘what counts as adequate reflection and on what grounds’. This study has identified the need to build capacity, first, in the reflective practice of EdD students and second, in the pedagogic demands of the tutors and supervisors and, third, the assessment demands required of examiners. 相似文献
105.
Stability of Inhibition in a Swedish Longitudinal Sample 总被引:3,自引:0,他引:3
Margaret Kerr William W. Lambert Håkan Stattin Ingrid Klackenberg-Larsson 《Child development》1994,65(1):138-146
2 of the major questions prompted by recent research on inhibition are: (1) Should inhibition be considered a trait dimension, or do those who manifest extreme inhibition constitute a discrete personality type? (2) Are there sex differences in stability of inhibition? We addressed these questions using mothers' ratings over 16 years and psychologists' ratings over 6 years of a Swedish longitudinal sample. From the mean of mothers' 18- and 24-month ratings and the mean of psychologists' 18- and 24-month ratings, we predicted later ratings through 16 years. We performed these analyses for children constituting the extreme 10%–15% from each end of the distribution and then for children not rated as extreme. Ratings were more stable for children in the extreme groups than for those in the nonextreme groups through 6 years; however, only for the inhibited girls did early inhibition predict inhibition into adolescence. We conclude that culturally shared notions of gender-appropriate behavior influence the stability of inhibition. 相似文献
106.
The aim of the study was to explore whether students can be classified in groups according to their coping strategies in dealing with school failure and to assess relationships between coping strategies and various components of self regulated learning. The sample consisted of 470 high school students (15 to 18 years old). The students responded to two self-report questionnaires: The School Failure Coping Scale and The Components of Self-Regulated Learning. 相似文献
107.
ABSTRACTLow completion rate in upper secondary education is seen as a big problem in the Nordic countries. School failure has shown to dramatically increase the risks for unemployment and labour market exclusion with severe consequences for both society and the young person. This paper analyses national policy measures to combat low upper secondary education completion rates in Norway and Sweden, often regarded as representing a social democratic welfare model and a universalistic transition regime. The analysis demonstrates that although this issue has received extensive political attention, the two countries display somewhat different policy designs. The Norwegian approach is proactive and targeted while the Swedish policy is more general and directed towards reforming organisational structures in upper-secondary education. In sum, our analysis demonstrates that national governance structures shape and influence policy design in the context of an increasingly diversified Nordic social democratic welfare state regime. 相似文献
108.
109.
110.
Ingrid Moses 《Higher Education》1986,15(6):619-639
This paper discusses the use of organisational theory in a research and development project at the University of Queensland. It focuses on the introduction of a student evaluation of teaching scheme for feedback purpose and for use in annual appraisals, as well as for tenure and promotion decisions. It is a case study of planned change introduced into a traditional university within the framework of the literature on change, university systems and the academic profession. The paper demonstrates that organisational theory helps (a) to clarify the context and the conditions which facilitate introduction of change in a traditional university, and (b) to evaluate strategies to initiate and implement change. When the student evaluation of teaching system was developed and first promoted in Semester 2, 1982, 37 staff members had their teaching evaluated. Since then it has grown to a regular evaluation of teaching in over 300 class sessions, with 150–200 staff members participating each semester, and about 15,000 students returning questionnaires. This makes it a unique scheme in Australian universities. 相似文献