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51.
Bhaskar Upadhyay 《Cultural Studies of Science Education》2009,4(3):569-586
This study draws upon a qualitative case study to investigate the impact of the high-stakes test environment on an elementary
teacher’s identities and the influence of identity maintenance on science teaching. Drawing from social identity theory, I
argue that we can gain deep insight into how and why urban elementary science teachers engage in defining and negotiating
their identities in practice. In addition, we can further understand how and why science teachers of poor urban students engage
in teaching decisions that accommodate school demands and students’ needs to succeed in high-stakes tests. This paper presents
in-depth experiences of one elementary teacher as she negotiates her identities and teaching science in school settings that
emphasize high-stakes testing. I found that a teacher’s identities generate tensions while teaching science when: (a) schools
prioritize high-stakes tests as the benchmark of teacher success and student success; (b) activity-based and participatory
science teaching is deemphasized; (c) science teacher of minority students identity is threatened or questioned; and (d) a
teacher perceives a threat to one’s identities in the context of high stakes testing. Further, the results suggest that stronger
links to identities generate more positive values in teachers, and greater possibilities for positive actions in science classrooms
that support minority students’ success in science.
Bhaskar Upadhyay is an assistant professor of science education at the University of Minnesota, Twin Cities. His research focuses on equity and social justice issues in science education; sociocultural influences on teaching and learning of science; and issues of teaching and learning science to immigrant children and parents. He teaches courses concerning equity, diversity, social justice, and multicultural education issues in science teaching and learning. 相似文献
Bhaskar UpadhyayEmail: |
Bhaskar Upadhyay is an assistant professor of science education at the University of Minnesota, Twin Cities. His research focuses on equity and social justice issues in science education; sociocultural influences on teaching and learning of science; and issues of teaching and learning science to immigrant children and parents. He teaches courses concerning equity, diversity, social justice, and multicultural education issues in science teaching and learning. 相似文献
52.
53.
With our conceptualization of Harré and van Langenhove’s (1999) positioning theory, we draw attention to immanent experience and read transcendent discursive practices through the moment
of interaction. We use a series of spatial images as metaphors to analyze the way positioning is conceptualized in current
mathematics education literature and the way it may be alternatively conceptualized. This leads us to claim that changing
the way mathematics is talked about and changing the stories (or myths) told about mathematics is necessary for efforts to
change the way mathematics is done and the way it is taught.
相似文献
Beth Herbel-EisenmannEmail: |
54.
Joby Gardner 《The Urban Review》2009,41(2):174-197
This article explores how incarcerated youth and adult supervisors contest claims to identity via language of “representing”.
Comparing how youth and adults “represent” in discussions of their own past and future selves sheds light on the constrained
universe of discourse within which both groups work to express identities and on the basis of which we counsel, mentor, and
educate young people. Acknowledging these constraints can contribute to understanding what I call exceptionalism—the idea that only exceptional poor and raced young men, through great personal effort and sacrifice, may resist the lure
of the “street”. I conclude by discussing implications of this work for education and youth development work both inside and
beyond the juvenile justice system as well as for research across lines of difference by committed “outsiders”.
相似文献
Joby GardnerEmail: |
55.
56.
通过某大学生QQ群对大学生身份焦虑问题进行了讨论和访谈,并将讨论和访谈内容进行归纳和整理,编制了问卷,对包括00群在内的182名大学生进行了调查,回收有效问卷178份,有效回收率为97.8名。通过数据分析,将大学生身份焦虑的成因归纳为四大类:一、“好孩子”身份的焦虑;二、未来成功期盼者的“焦虑”;三、爱与被爱者的焦虑;四、社会资本积累者的焦虑。 相似文献
57.
研究者个人身份的反省在质的研究中具有重要意义。研究者个人身份的探讨,其本质就是对于研究者体性特征、研究者个人冲突、研究者与研究对象保持的研究关系的现实审视,这也是反思研究者个人身份的三个基本维度。研究者个人身份构建的现实策略是:研究者体性印象的管理;研究者"前见"中介作用的发挥;研究者"附加身份"的退场;研究者情感的在场。 相似文献
58.
西方关于青少年族群认同研究的现状和进展 总被引:1,自引:0,他引:1
族群认同是少数民族青少年心理发展的重要内容,它和青少年的自尊、社会适应、心理调适、社会行为均有显著的相关。国外在社会认同理论和发展理论的指导框架下,对青少年的族群认同进行了大量的研究。本文对国外青少年族群认同的研究进行了综述,内容涉及西方青少年族群认同研究的理论背景、族群认同的定义和操作化、族群认同的测量等,以期对我国青少年族群认同的研究提供借鉴。Abstract: Ethnic identity is an important part of adolescents development for minority ethnic groups,it is significant related to the self-esteem,social-adjustment,social behaviors and so on.Under the guidance of the Social Identity Theory and the Development Theory,there have been a lot of research on this topic among adolescents in western countries.This article gives a overall review on this area,the content contains the background of the theory perspectives,the conceptualization and measurement of the ethnic identity,and suggestions for future study are discussed. 相似文献
59.
The aim of this article is to extend the scope of the models of teacher change to an interactionist view which co-ordinates sociocultural and constructivist perspectives. Accordingly our focus will be on the cultural and situational factors and processes of social interaction, as well as on the development on an individual level. First we study how roles, statuses, expectations as well as social and socio-mathematical norms were formed in the group of four student teachers, when they were co-planning, teaching and assessing mathematics lessons during their teaching practice. Finally, we attempt to construct a collaborative, interactionist model of teacher change integrating sociocultural and constructivist perspectives. 相似文献
60.
In this paper, the authors discuss two complementary life history research projects investigating prospective teachers' identities in relation to their race and social class. Drawing on the experiences of one student from each study, they show how both whites and students of color primarily thought about one another as “others”—people who fundamentally differed from one another and whom they understood through preconceived ideas about a group. The authors draw on a Bakhtinian notion of how a “surplus of sight” enables one to develop understandings of an “other” and also of oneself. 相似文献