全文获取类型
收费全文 | 343篇 |
免费 | 4篇 |
国内免费 | 1篇 |
专业分类
教育 | 253篇 |
科学研究 | 11篇 |
各国文化 | 7篇 |
体育 | 30篇 |
文化理论 | 4篇 |
信息传播 | 43篇 |
出版年
2023年 | 2篇 |
2020年 | 8篇 |
2019年 | 10篇 |
2018年 | 15篇 |
2017年 | 13篇 |
2016年 | 17篇 |
2015年 | 10篇 |
2014年 | 8篇 |
2013年 | 74篇 |
2012年 | 9篇 |
2011年 | 5篇 |
2010年 | 3篇 |
2009年 | 7篇 |
2008年 | 7篇 |
2007年 | 9篇 |
2006年 | 8篇 |
2005年 | 2篇 |
2004年 | 2篇 |
2003年 | 6篇 |
2002年 | 6篇 |
2001年 | 5篇 |
2000年 | 5篇 |
1999年 | 5篇 |
1998年 | 5篇 |
1997年 | 4篇 |
1996年 | 2篇 |
1995年 | 2篇 |
1994年 | 6篇 |
1993年 | 4篇 |
1992年 | 6篇 |
1991年 | 3篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 5篇 |
1987年 | 6篇 |
1986年 | 9篇 |
1985年 | 6篇 |
1984年 | 4篇 |
1983年 | 3篇 |
1982年 | 5篇 |
1981年 | 3篇 |
1980年 | 4篇 |
1979年 | 3篇 |
1978年 | 5篇 |
1977年 | 4篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1973年 | 3篇 |
1967年 | 2篇 |
1871年 | 1篇 |
排序方式: 共有348条查询结果,搜索用时 31 毫秒
121.
122.
Philip Barker 《British journal of educational technology : journal of the Council for Educational Technology》1985,16(2):102-115
Over the last few years information technology has presented itself as a powerful tool to aid the solution of many of the problems faced by modern society. This paper examines the nature of this new tool and discusses its potential for aiding the implementation of teaching, learning and training processes. 相似文献
123.
Philip Barker 《British journal of educational technology : journal of the Council for Educational Technology》1987,18(2):121-139
Database technology is often used to facilitate the manipulation and management of large volumes of data, information, and knowledge. In doing this, databases themselves are often used to model real-world situations involving different types of entity and the relationships that exist between them. Through the use of appropriate case-studies this paper discusses how database technology might be usefully employed in order to enhance and extend the quality of a student's computer-assisted learning experience. 相似文献
124.
M. Miles 《International Journal of Disability, Development & Education》1997,44(2):97-104
South Asia's historical heritage of ideas and practices for educating children with special needs contains many of the approaches that western teachers discovered independently in the past 150 years. These include close observation of children's current abilities, adjusting the curriculum to individual needs, valuing the social benefits even where intellectual progress is weak, allowing more time for learning, using specially designed materials, educating children with disabilities in ordinary schools, and providing role models of adult achievers who have disabilities. These approaches are here illustrated with stories from ancient India and educational documents from the British Raj. The cultural heritage has largely been ignored during the inflow of western educational ideas to South Asia. Some of the simpler approaches were displaced by the growing professionalisation of special education in the late 19th century. Casual integration of children with mild and moderate disabilities is still obscured in modern integration debates. To facilitate exchanges on a basis of mutual respect and reciprocity, the cultural and conceptual riches of South Asia's educational history must be rediscovered. 相似文献
125.
This paper is an interim report on a large-scale survey. The background to the authors’ research into dyslexia is briefly
outlined. Next comes an explication of the contrast between “anomaly” and “normal variation.” Some details are then provided
of a survey of 12,905 children, age ten, who were given a variety of educational and cognitive tests relevant to a diagnosis
of dyslexia. It is shown that the resultant distributions of scores are incompatible with the hypothesis of normal variation.
The counter-hypothesis, viz. that dyslexia involves some kind of anomaly, has, therefore, to that extent resisted refutation.
The 1980 CHES follow-up study was funded by grants from the Department of Health and Social Security, the Joseph Rowntree
Memorial Trust, the Department of Education and Science, and the National Institutes of Health in the USA. 相似文献
126.
Meredith Park Rogers Sandra Abell John Lannin Chia-Yu Wang Kusalin Musikul David Barker Shannon Dingman 《International Journal of Science and Mathematics Education》2007,5(3):507-532
This study compares the views of teachers and professional development facilitators about effective professional development
(PD). We analyzed interviews with 72 teacher participants and 23 PD facilitators involved in nine science and mathematics
PD projects. The teachers' themes for characterizing effective PD included classroom application, teacher as learner, and
teacher networking. Similarly, the PD facilitators discussed effective PD as having classroom application and experiences
for teachers as learners. In addition, PD facilitators shared the need to develop collegial relationships with teachers and
improve teacher knowledge. These views correspond to some of the standards and recommendations described in policy and research
documents on effective PD. Criteria of effective PD in these documents that the participants did not mention included: (1)
challenging teachers' content and pedagogical content knowledge with transformative learning experiences, (2) encouraging
teacher leadership for sustained support, and (3) focusing on student learning by instructing teachers on how to use student
data to inform their teaching practice. Our findings have implications for designing PD that reflects the criteria of standards-based
reform. 相似文献
127.
128.
Miles Wisenthal 《College Teaching》2013,61(1):30-32
One form of professional development available to faculty is the opportunity to co-teach. Studies of team teaching report increased communication between teachers and students and improved retention and achievement. This article describes a multiyear collaboration between two faculty members that began with a training relationship and expanded into co-teaching. From this experience, the authors widened their knowledge of resources, added to their teaching repertoire, and created new projects and assignments. The co-teaching relationship led to examination of processes and outcomes of their teaching and co-writing. Over time, this professional experience has grown into an exchange of roles and responsibilities. Although this collaboration did not begin as a scholarship endeavor, it has become a long-lasting one built on trust and mutual interest. 相似文献
129.
Alison Alborz Roger Slee Susie Miles 《International Journal of Inclusive Education》2013,17(9):965-987
This paper reports a national study on the prevalence of childhood disability designed to inform initiatives promoting improved school attendance by children with disabilities in Iraq. The study was commissioned by UNICEF, coordinated by the Council for Assisting Refugee Academics, and designed by academics in the UK in consultation with Iraqi academics and professionals. The mixed methods study included a major household survey, semi-structured interviews, and focus groups across four of Iraq's 18 governorates (Erbil, Baghdad, Najaf and Basra). An initial scoping study collected background data through interviews, site-visits and document analysis, establishing the context and informing the design of the main study. In this paper, we provide an overview of the educational context in Iraq, data on school attendance and disability among children aged 6–18 years, and the perspectives and vision for education in Iraq verbalised by key stakeholders. This research provides insights into current patterns of school attendance, and considers some of the implications for inclusive education in Iraq. We conclude by discussing the potential for implementation of Iraqi policy initiatives to impact on the rights of disabled people within education and wider social provision. 相似文献
130.
Larry Barker Karen Gladney Renee Edwards Frances Holley Connie Gaines 《Journal of Applied Communication Research》2013,41(2):101-109
This article examines ethics of consultants from the perspective of counter‐rational organizational theory. First, a set of four ethical questions, derived from Kohlberg, are presented. Second, a real consulting scenario is described, and the author's intervention is outlined. Finally, the implications of the case to consulting practice are discussed. 相似文献