全文获取类型
收费全文 | 120篇 |
免费 | 1篇 |
专业分类
教育 | 82篇 |
科学研究 | 8篇 |
各国文化 | 3篇 |
体育 | 9篇 |
文化理论 | 1篇 |
信息传播 | 18篇 |
出版年
2022年 | 1篇 |
2021年 | 1篇 |
2020年 | 1篇 |
2019年 | 4篇 |
2018年 | 9篇 |
2017年 | 4篇 |
2016年 | 7篇 |
2015年 | 2篇 |
2014年 | 8篇 |
2013年 | 30篇 |
2012年 | 2篇 |
2011年 | 2篇 |
2010年 | 1篇 |
2009年 | 6篇 |
2008年 | 1篇 |
2007年 | 2篇 |
2006年 | 5篇 |
2005年 | 2篇 |
2004年 | 1篇 |
2002年 | 2篇 |
2001年 | 3篇 |
1997年 | 4篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1993年 | 3篇 |
1991年 | 1篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1985年 | 1篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1979年 | 2篇 |
1978年 | 2篇 |
1976年 | 1篇 |
1967年 | 1篇 |
1882年 | 3篇 |
排序方式: 共有121条查询结果,搜索用时 31 毫秒
1.
2.
Gail Crimmins Gregory Nash Kristel Alla Ginna Brock Bree Hickson-Jamieson 《Assessment & Evaluation in Higher Education》2016,41(3):427-441
There has been a threefold increase in the employment of casual academics in Australian universities within the last 20 years, to the extent that most teaching and marking is now undertaken by casual academics, also known as sessional staff. Yet, casualised teaching and assessment has been considered a risk to student engagement and success, and casual academics report a lack of professional development and increased feelings of marginalisation within the academy. Concurrently, the quality assurance of teaching and assessment in higher education has become a central focus of the government-funded regulatory organisation, the Tertiary Education Quality and Standards Agency (TEQSA). Situated within this context, we report on an assessment moderation process that could support casual academics’ contextualised professional development, generate a sense of connectedness and collegiality and fulfil the requirements of TEQSA. Such processes may ensure that workforce growth in the higher education system supports a robust quality assurance and regulatory framework. 相似文献
3.
Mary Benson McMullen James Elicker Giselle Goetze Hsin-Hui Huang Sun-Mi Lee Carrie Mathers Xiaoli Wen Heayoung Yang 《Early Childhood Education Journal》2006,34(1):81-91
A team of researchers used a collaborative assessment protocol to compare the self-reported teaching beliefs of a convenience sample of preschool teachers (N = 57) to their documentable practices (i.e., practices that could be observed, recorded, and categorized using a deductive strategy). Data were examined from survey instruments, detailed classroom observations and time-sampling, curriculum materials, and program artifacts. Results indicated that when child-directed choice/play time, emergent literacy and language development activities were emphasized, teachers self-reported beliefs were more strongly aligned with developmentally appropriate practice (DAP) as a philosophy of practice. When consistent routines, organized classrooms, preplanned curriculum, and teacher-directed learning were the dominant behaviors, the teachers were found to report more “traditional” or academic-oriented beliefs. 相似文献
4.
Michelle R. Marchant Brock R. Solano Adam K. Fisher Paul Caldarella K. Richard Young Tyler L. Renshaw 《Psychology in the schools》2007,44(8):779-794
There is little research regarding interventions for children with internalizing behaviors in schools, both within classrooms and in nonclassroom environments. In response to this need, a nonclassroom treatment package, consisting of (a) social skills instruction, (b) mediated self‐management, and (c) a reinforcement system, was implemented to modify the socially withdrawn behavior of 3 elementary students. The effects of this treatment package were evaluated on the school playground—during recess—by recording both the number of communicative acts and the total time spent engaged in appropriate peer play for each target student. All target students showed marked improvement in their playground, social interaction. Future research should be conducted with similar populations, using variations of the described methods in other school settings. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 779–794, 2007. 相似文献
5.
Maria Brock 《Culture, Theory & Critique》2018,59(3):281-298
When cynical distance and ironic posturing have become the prevalent means of relating to public life, political humour is no longer considered subversive. It has been argued that both in Russia and the United States, ideology has co-opted satire, meaning that citizens can consume outrage passively through various satirical media products, thereby displacing outrage and abstaining from more active forms of resistance. This articles explores the twenty-first century potential of irony and cynicism to disrupt and subvert through parody, be it in the form of political satire or ironic protest, examining how similar paradigms are expressed across different geographical contexts. 相似文献
6.
7.
Michael Brock 《牛津教育评论》2013,39(3):221-232
In this paper we examine the possible explanations for the patterns of results found at Oxford, in which women students consistently achieve a lower proportion of both first and third class honours. Usual explanations that rest on socio‐biology or simple forms of socialisation are rejected in favour of an explanation which is based on the idea of a mutual determination of social structure and social being. Various hypotheses are proposed as possible explanations of the examination statistics. 相似文献
8.
Richard Brock 《Science & Education》2018,27(3-4):247-258
The conceptualisation of knowledge as justified true belief has been shown to be, at the very least, an incomplete account. One challenge to the justified true belief model arises from the proposition of situations in which a person possesses a belief that is both justified and true which some philosophers intuit should not be classified as knowledge. Though situations of this type have been imagined by a number of writers, they have come to be labelled Gettier cases. Gettier cases arise when a fallible justification happens to lead to a true belief in one context, a case of ‘lucky belief’. In this article, it is argued that students studying science may make claims that resemble Gettier cases. In some contexts, a student may make a claim that is both justified and true but which arises from an alternative conception of a scientific concept. A number of instances of lucky belief in topics in science education are considered leading to an examination of the criteria teachers use to assess students’ claims in different contexts. The possibility of lucky belief leads to the proposal that, in addition to the acquisition of justified true beliefs, the development of reliable belief-forming processes is a significant goal of science education. The pedagogic value of various kinds of claims is considered and, it is argued, the criteria used to judge claims may be adjusted to suit the context of assessment. It is suggested that teachers should be alert to instances of lucky belief that mask alternative conceptions. 相似文献
9.
10.