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11.
James Mackay 《Gender and education》2010,22(1):87-103
This article considers the relationship between gender and self‐efficacy in teacher trainees engaged in an electricity‐related design and construction task. Quantitative data (examination scores, task assessment, and questionnaire) and qualitative data (interviews and written student reflections) were collected. There is a gender bias in student teachers entering the University with more male than female students having done Science to grade 12 level. In addition, the continuing differential in standards of education in South African schools necessitated distinguishing those who had attended educationally advantaged from those who had attended educationally disadvantaged schools. In the examination, a test of theoretical knowledge, male students in each group outperformed female students. This we explain in terms of school background, gender responses from family members who regarded Science as a male domain, and the resulting lower self‐efficacy of female students. However, female students achieved as well as male students in the design and construction task. We argue that although males had better self‐efficacy levels than females at the outset, the hands‐on, individual nature of a task in a domain usually constructed as male led to female students developing increased levels of self‐efficacy, which ensured task performance matching that of the more knowledgeable male students. 相似文献
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This paper utilizes survey methodology to explore the ethical perspectives of political cartoonists following the Charlie Hebdo shootings. Ethics positions theory is considered. Participants tended to be either situationists, absolutists, or exceptionists. Political ideology was associated with relativism scores. Findings showed that most of the participants (74 percent) reported that they drew a cartoon in response to the shootings. Participants expressed feelings of anger and sadness following the shootings. They reported that they drew cartoons illustrating free speech, cartoonists, pencils and pens, or violence following the shootings. 相似文献
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Keating L Carter H Darwent M Bateman S Mackay DM Pullinger R 《Health information and libraries journal》2004,21(Z1):46-51
This article describes a working partnership between the Cairns Clinical Librarian Service, Health Care Libraries, University of Oxford and the Emergency Department (ED) at the John Radcliffe Hospital, Oxford. This collaboration resulted in the establishment of a guideline development group in June 2002. The aim of the group is to produce a set of easily accessible, user-orientated, evidence-based guidelines for the use of clinicians in the Emergency Department, within a realistic timescale. The Cairns Clinical Librarian Project was built on previous models of clinical librarianship and incorporated an evaluation of previous programmes. The objective was to provide information to clinicians at the time and point of need. Consultation with the ED from the outset determined the approach adopted by the Cairns team. Clinical guidelines have been shown to improve clinical practice. Pending the introduction of nationally available protocols, we have begun to establish a collection of evidence-based guidelines using web-based architecture in conjunction with the Oxford Radcliffe Hospitals NHS Trust's IT department. A piece of diagnostic analysis was undertaken to ensure a coherent strategy was developed for the guideline project. An 'intermediate approach' was adopted, where existing valid guidelines were modified to fit local circumstances. We strove to be transparent at all times about all aspects of the guideline development process. Formative evaluation has shown how the application of evidence-based health care needs adequate resources and requires people with appropriate knowledge and skills. This article charts the progress of the project and highlights how the partnership between the clinical team and the Clinical Librarian has been deemed to be essential to the success of the project. 相似文献
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Prior studies indicate that vocational students’ literacy practices are more demanding than is generally recognised. Employing a view of literacy acquisition as socialisation, we investigated the literacy practices of trades training in Carpentry and Automotive Technology, by interviewing tutors and examined course books and student writing. A register of spoken language was identified, which differed from everyday language in being highly technical, reflecting specialist knowledge and indexing an identity as a member of a trade. Students were found to read a wide variety of texts, including complex professional texts such as Building Standards, Specifications, Codes and manufacturer’s instructions, as well as tutor-produced course books. Writing was less prominent and included assignment questions, and tests and some preparation for professional writing. Further research into the oral practices of vocational study, based on observation of pedagogical practice, is suggested. Implications for vocational pedagogy include a focus on support for reading. 相似文献
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Mackay A 《Social studies of science》1984,14(2):315-320