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241.
Working‐class boys,educational success and the misrecognition of working‐class culture 总被引:1,自引:1,他引:0
Nicola Ingram 《British Journal of Sociology of Education》2009,30(4):421-434
This article contributes to the theory of institutional habitus by exploring the differing ways in which the institutional habitus of two schools in Belfast, Northern Ireland mediates the local habitus of working‐class boys. All of the boys in this qualitative case study live in the same disadvantaged working‐class community but attend two different schools, depending on whether they succeeded or failed in an examination at the age of 11 years. It is argued that these schools have different mediating effects on the boys’ common habitus. While most studies of working‐class boys focus on underachievement, and most studies of working‐class success focus on females, this article draws together the strands of success, failure, working‐class boys and locality, and examines the ways in which identity is constructed and reconstructed in response to schooling. Questions are raised about the interpretation and/or misrecognition of working‐class culture in schools and within the wider discourses of society. 相似文献
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243.
Document clustering of scientific texts using citation contexts 总被引:3,自引:0,他引:3
Document clustering has many important applications in the area of data mining and information retrieval. Many existing document
clustering techniques use the “bag-of-words” model to represent the content of a document. However, this representation is
only effective for grouping related documents when these documents share a large proportion of lexically equivalent terms.
In other words, instances of synonymy between related documents are ignored, which can reduce the effectiveness of applications
using a standard full-text document representation. To address this problem, we present a new approach for clustering scientific
documents, based on the utilization of citation contexts. A citation context is essentially the text surrounding the reference
markers used to refer to other scientific works. We hypothesize that citation contexts will provide relevant synonymous and
related vocabulary which will help increase the effectiveness of the bag-of-words representation. In this paper, we investigate
the power of these citation-specific word features, and compare them with the original document’s textual representation in
a document clustering task on two collections of labeled scientific journal papers from two distinct domains: High Energy
Physics and Genomics. We also compare these text-based clustering techniques with a link-based clustering algorithm which
determines the similarity between documents based on the number of co-citations, that is in-links represented by citing documents
and out-links represented by cited documents. Our experimental results indicate that the use of citation contexts, when combined
with the vocabulary in the full-text of the document, is a promising alternative means of capturing critical topics covered
by journal articles. More specifically, this document representation strategy when used by the clustering algorithm investigated
in this paper, outperforms both the full-text clustering approach and the link-based clustering technique on both scientific
journal datasets. 相似文献
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246.
Nicola Slack 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):51-63
Background Psychology and educational theory has a long tradition of research into learning styles. However, the current educational policy and practice interest in learning styles in the UK has resulted in concepts and practices being adopted with little rigorous empirical evaluation. Purpose This small-scale, experimental study aimed to test the reliability and validity of an available inventory designed to identify learning styles (visual, auditory and kinaesthetic). Sample, design and methods Nineteen children, aged 7–10 years, with different styles as identified by the inventory, participated in a class experimental evaluation of their differential response to the teaching of word spelling using different teaching methods. Results The study found that the visual and auditory scales, but not the kinaesthetic scale, were reliable (internally and re-test). The three groups of pupils with different learning styles—visual only, auditory only and mixed visual and auditory—showed different gains to teaching that matched these styles (visual and auditory teaching approaches). Retention of word spelling was higher one week after the teaching when the teaching matched the learning style. Conclusions The findings in this exploratory study suggest the significance of learning style for classroom-based teaching. 相似文献
247.
Nicola Westberry 《Teaching in Higher Education》2013,18(3):300-312
This paper provides an Activity Theory analysis of two online student-driven interactive learning activities to interrogate assumptions that such groups can effectively learn in the absence of the teacher. Such an analysis conceptualises learning tasks as constructed objects that drive pedagogical activity. The analysis shows a disconnect between the codified curriculum plan and its actual enactment, and a misalignment of interpretations of the object by different participants in the activity. We name this ‘pedagogical distance’. We argue that a teaching presence is important to guide both student and tutor interpretations of the learning task, and offer suggestions for decreasing pedagogical distance. 相似文献
248.
Christine Winberg Hanelie Adendorff Vivienne Bozalek Honjiswa Conana Nicola Pallitt Karin Wolff 《Teaching in Higher Education》2013,18(8):930-947
ABSTRACTEnrolments in STEM disciplines at universities are increasing globally, attributed to the greater life opportunities open to students as a result of a STEM education. But while institutional access to STEM programmes is widening, the retention and success of STEM undergraduate students remains a challenge. Pedagogies that support student success are well known; what we know less about is how university teachers acquire pedagogical competence. This is the focus of this critical review of the literature that offers a theorised critique of educational development in STEM contexts. We studied the research literature with a view to uncovering the principles that inform professional development in STEM disciplines and fields. The key finding of this critical review is how little focus there is on the STEM disciplines. The majority of studies reviewed did not address the key issue of what makes the STEM disciplines difficult to learn and challenging to teach. 相似文献
249.
ABSTRACTIn an increasingly neoliberal Higher Education sector, there is increased pressure on institutions to enhance learner engagement and student satisfaction. Many academics believe that students expect their university learning experiences to be enjoyable, and discourses of game-based learning reflect this, with a dominant narrative highlighting the fun of educational games. Whether students expect learning to be fun or see a relationship between fun and games is under-explored. To address this, we investigated student perceptions of fun in Higher Education using a thematic network analysis based on data from 37 in-depth interviews with undergraduate students. Here, we highlight five themes that encapsulate what students perceive to be a fun learning experience: stimulating pedagogy; lecturer engagement; a safe learning space; shared experience; and a low-stress environment. These aspects are not unique to games, and we conclude by considering the relationship between educational games and fun, and alternative playful approaches. 相似文献
250.
Nicola Allison Conners-Burrow Taren Swindle Lorraine McKelvey Patti Bokony 《Early education and development》2013,24(2):230-244
Research Findings: The purpose of this study was to examine the relationship between low-level depressive symptoms in mothers and teacher-reported child behavioral outcomes. Participants included 442 low-income mothers of preschool-age children who were screened for maternal depression by their child's preschool teacher. Teacher reports of child behavior problems were collected on a random sample of the children (n = 264). Of mothers screened for depression, 16.7% reported low-level depressive symptoms (below the cutoff on the screener indicating clinically elevated symptoms). Analyses revealed that children of mothers with low-level depressive symptoms had significantly greater problems with externalizing behavior compared to children of mothers with no depressive symptoms. Practice or Policy: Results suggest that children whose mothers experience even low-level depressive symptoms are at risk for problems with behavior, pointing to the need for screening and interventions to address maternal depression at all levels of severity. Early childhood education providers are in an excellent position to support families impacted by symptoms of maternal depression through screening and education, supportive daily interactions, and referrals for services if needed. Teachers can also provide direct support for high-risk children's social and emotional skill development through the provision of sensitive, nurturing care. 相似文献