全文获取类型
收费全文 | 145篇 |
免费 | 4篇 |
专业分类
教育 | 120篇 |
科学研究 | 6篇 |
体育 | 10篇 |
信息传播 | 13篇 |
出版年
2022年 | 2篇 |
2021年 | 2篇 |
2020年 | 2篇 |
2019年 | 7篇 |
2018年 | 10篇 |
2017年 | 12篇 |
2016年 | 3篇 |
2015年 | 5篇 |
2014年 | 9篇 |
2013年 | 38篇 |
2011年 | 7篇 |
2010年 | 5篇 |
2009年 | 2篇 |
2008年 | 3篇 |
2007年 | 1篇 |
2006年 | 1篇 |
2005年 | 2篇 |
2004年 | 2篇 |
2003年 | 2篇 |
2002年 | 1篇 |
2000年 | 1篇 |
1999年 | 4篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1996年 | 6篇 |
1995年 | 2篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1992年 | 3篇 |
1991年 | 1篇 |
1990年 | 3篇 |
1988年 | 2篇 |
1987年 | 2篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
排序方式: 共有149条查询结果,搜索用时 15 毫秒
61.
Nora E. Hyland 《Teaching Education》2013,24(4):385-401
This paper examines the ways that one group of US pre‐service teachers, enrolled in an alternate route teacher education class, expressed and challenged each other’s contradictory discourses about teaching for social justice. Particularly significant are the many ways that this group of students enacted subject positions around race and sexuality as various combinations of African American, White, gay, straight, lesbian, Christian, and as members of this class. Epiphanic moments about race and sexual orientation are examined to illuminate the ways that subject positions were contested, reified, or renegotiated in order to preserve a sense of community within the class. This research demonstrates the ways that social justice teacher education differentially positions people who have been historically marginalized and how it can at times reify a hierarchy of marginality. 相似文献
62.
63.
Ernest Pascarella Louise Bohr Amaury Nora Sam Ranganathan Mary Desler Carole Bulakowski 《Community College Journal of Research & Practice》2013,37(6):577-589
This investigation compared the impacts of 2‐year and 4‐year colleges on learning orientations. Controlling for precollege learning orientations, academic aptitude, age, work, place of residence, and enrollment status, this study found no significant differences between 2‐ and 4‐year students in freshman‐year effects on enjoyment of diversity and intellectual challenge, learning for self‐understanding, internal locus of attribution for academic success, and preference for higher order cognitive activities. The findings are consistent with other recent evidence casting doubt on major differences in the net educational effects of 2‐ and 4‐year colleges. 相似文献
64.
Guadalupe Alba María Fernández-Cabezas Fernando Justicia M. Carmen Pichardo 《Cultura y Educación》2013,25(1):186-220
AbstractIn the context of a changing society, strategies are required to eradicate the phenomenon of antisocial behaviour. The Aprender a Convivir universal prevention programme tries to provide such a response. This study attempts to test the effectiveness of the programme through a quasi-experimental long-term study carried out over three years in some nursery schools. Of the students who participated in this study (N = 784), those from the experimental group showed significant increases in social competence compared to the control group, and behavioural problems decreased, albeit not in any significant way. To draw conclusions about the effectiveness of the programme, further improvements are proposed to the design of the study. 相似文献
65.
Doug Hamman DeAnn Lechtenberger Nora Griffin-Shirley Li Zhou 《The Teacher Educator》2013,48(4):244-256
Preparation of new teachers to work effectively in inclusion settings has not kept pace with demands created by recent reforms. General-education candidates typically receive limited exposure to inclusion strategies at the preservice level, and often their only meaningful preparation comes in the practicum setting. The purpose of this article was to examine the manner in which characteristics of cooperating teachers and the practicum settings affected efficacy for teaching students with disabilities. General-education student teachers responded to questionnaires about their collaboration with cooperating teachers, the focus on inclusion instruction in their practicum setting, and their efficacy for providing inclusion instruction. Results from a structural equation model indicated that efficacy is predicted both by focus and by collaboration with the cooperating teacher. Discussion focuses on implications for teacher preparation and directions for future research. 相似文献
66.
Visualizations are an increasingly important part of scientific education and discovery. However, users often do not gain knowledge from them in a complete or efficient way. This article aims to direct research on visualizations in science education in productive directions by reviewing the evidence for widespread assumptions that learning styles, sex differences, developmental stages, and spatial language determine the impact of visualizations on science learning. First, we examine the assumption that people differ in their verbal versus visual learning style. Due to the lack of rigorous evaluation, there is no current support for this distinction. Future research should distinguish between two different kinds of visual learning style. Second, we consider the belief that there are large and intractable sex differences in spatial ability resultant from immutable biological reasons. Although there are some spatial sex differences (in some types of spatial tests although not all), there is actually only very mixed support for biological causation. Most important, there is conclusive evidence that spatial skills can be improved through training and education. Third, we explore educators' use of Piaget's ideas about spatial development to draw conclusions about ‘developmental appropriateness’. However, recent research on spatial development has focused on identifying sequences that begin with early starting points of skill, and spatial education is possible in some form at all ages. Fourth, although spatial language does not determine spatial thought, it does frame attention in a way that can have impact on learning and understanding. We examine the empirical support for each assumption and its relevance to future research on visualizations in science education. 相似文献
67.
Cristina Marín Nora Scheuer María-Puy Pérez-Echeverría 《European Journal of Psychology of Education - EJPE》2013,28(3):781-805
This paper studies conceptions of woodwind students regarding learning and teaching music, within the framework of implicit theories. It analyzes whether there are differences related to participants’ instruction level, and whether it is possible to identify profiles according to their conceptions. Sixty-eight students from three different levels at 14 Spanish conservatories took part voluntarily in this study. A multiple-choice questionnaire was used, which comprised 16 dilemmas on different situations typical of learning and teaching music. Three answers were presented for each dilemma, corresponding to the three implicit theories identified in recent years: direct, interpretative, and constructive. For each dilemma, participants were requested to choose the option they most agreed with and the one they least agreed with. Data were analyzed using chi-square tests of independence, multiple correspondence analysis, and ascending hierarchical classification. From the results obtained we can state that as students’ age and level of instruction increase, so does the level of sophistication of their conceptions. Three conceptual profiles were identified: direct, direct-interpretative, and constructive, which are consistent with prior results on conceptions of teaching and learning in other domains. Implications for education are discussed. 相似文献
68.
69.
Mengtian Jiang Hsin-yi Sandy Tsai Shelia R. Cotten Nora J. Rifon Robert LaRose Saleem Alhabash 《Educational gerontology》2013,39(9):621-634
ABSTRACTAs Internet usage has proliferated in recent years so have online security threats. Internet users are increasingly susceptible to online security threats. Using a qualitative approach, this study conducted 18 focus groups to examine how three different generations perceive online safety, use coping strategies, and protect themselves online: Silent and GI generation (SGI) (born 1945 or earlier), older Baby Boomers (1946–1954), and Millennials (1977–1992). Results show that although each generation shares a variety of online safety concerns, SGIs and Boomers are more suspicious about online security, have less confidence in their abilities, are uncertain about the effectiveness of protection resources, perform fewer protection behaviors, and are more likely to rely on others’ assistance compared to the Millennial group. Our findings indicate online safety training is needed for all three generations, but especially for older adults. Tailored approaches are suggested to reach different generations. 相似文献
70.
Nora Räthzel 《Environmental Education Research》2009,15(3):263-277
This paper puts forward an alternative view on sustainable development, arguing that the separation between the economy, the environment and the social in the Brundtland model obscures the societal character of the economy, the economic bases of the social, and the fact that the environment is a societal product. We differentiate between strong and weak sustainability, arguing that the threat of environmental degradation can only be addressed at the level of the relations of production, consumption and political relations. Building on this perspective, we advocate a form of transformative environmental education which engages learners and teachers in a process of self‐reflective transformation. We illustrate this through two examples: action competence and Boal’s Theatre of the Oppressed. 相似文献