全文获取类型
收费全文 | 847篇 |
免费 | 12篇 |
专业分类
教育 | 664篇 |
科学研究 | 42篇 |
各国文化 | 14篇 |
体育 | 61篇 |
综合类 | 1篇 |
文化理论 | 10篇 |
信息传播 | 67篇 |
出版年
2023年 | 5篇 |
2022年 | 5篇 |
2020年 | 16篇 |
2019年 | 11篇 |
2018年 | 21篇 |
2017年 | 25篇 |
2016年 | 18篇 |
2015年 | 15篇 |
2014年 | 12篇 |
2013年 | 192篇 |
2012年 | 17篇 |
2011年 | 27篇 |
2010年 | 27篇 |
2009年 | 19篇 |
2008年 | 21篇 |
2007年 | 22篇 |
2006年 | 18篇 |
2005年 | 20篇 |
2004年 | 16篇 |
2003年 | 18篇 |
2002年 | 21篇 |
2001年 | 13篇 |
2000年 | 21篇 |
1999年 | 12篇 |
1998年 | 10篇 |
1997年 | 10篇 |
1996年 | 10篇 |
1995年 | 10篇 |
1994年 | 23篇 |
1993年 | 5篇 |
1992年 | 12篇 |
1991年 | 9篇 |
1990年 | 15篇 |
1989年 | 10篇 |
1987年 | 4篇 |
1986年 | 7篇 |
1985年 | 11篇 |
1984年 | 13篇 |
1983年 | 8篇 |
1982年 | 8篇 |
1981年 | 13篇 |
1980年 | 9篇 |
1979年 | 11篇 |
1978年 | 4篇 |
1977年 | 9篇 |
1976年 | 4篇 |
1975年 | 4篇 |
1973年 | 7篇 |
1971年 | 6篇 |
1968年 | 5篇 |
排序方式: 共有859条查询结果,搜索用时 15 毫秒
11.
Sam Gordon 《海外英语》2011,(3):43-43
给小费?这在中国似乎不必。对于小费,各国有各国的讲究。在日本,如果给小费的话,会被认为是非常不礼貌的;而在美国,如果不给小费。服务员也许会追到街上问你要。 相似文献
12.
Robert M. Klassen Virginia M. C. Tze Shea M. Betts Kelly A. Gordon 《Educational Psychology Review》2011,23(1):21-43
This review investigates the state of teacher self- and collective efficacy research conducted from 1998 to 2009. Two hundred
and eighteen empirical articles published in 1998–2009 were examined for key characteristics and compared to research published
in the previous 12 years (i.e., 1986–1997). Results from the review show increases in overall teacher efficacy research, methodological
diversity, domain specificity, internationalization, and focus on collective efficacy. Continuing problem areas were a lack
of attention to the sources of teacher efficacy, continued measurement and conceptual problems, a lack of evidence for the
links between teacher efficacy and student outcomes, and uncertain relevance of teacher efficacy research to educational practice.
An outline of directions for future teacher efficacy research is provided. 相似文献
13.
This paper examines the relationship between sets of quantitative performance and diversity indicators and the qualitative banding of Australian universities made by the Committee for Quality Assurance in Higher Education. Using factor analysis, three performance factors (Traditional Research University Performance, Teaching Performance and Competitive Research Performance) and four diversity factors (Size, Equity, Student Staff Ratios and Access) were obtained. Strong association was found between quality ranking and composite measures of performance. When factor‐based composite measures were used, quality rankings were significantly correlated with Traditional Research University Performance, Teaching Performance and Size, and negatively with Equity. 相似文献
14.
Gordon Porter 《Prospects》1995,25(2):299-309
Conclusion Michael Fullan, Dean of Education at the University of Toronto and an acknowledged expert on educational change, reform and
improvement, has noted that reform in special education ‘represents just about all the issues involved in bringing about educational
reform.’ complexity and leadership are particularly difficult challenges. Fullan has noted that, ‘the solutions to inclusion
are not easily achieved. It is complex both in the nature and degree of change required to identify and implement solutions
that work. Given what change requires—persistence, coordination, follow-up, conflict resolution, and the like—leadership at
all levels is required...’ (Fullan, 1991b).
Organizational support for inclusive education must be in place at the provincial/state level, the regional/school district
level, and at the school level. These structures, programmes and policies must deliver the support needed by classroom teachers
and their students. We have set out specific ways that this can be done, consistent with an inclusive policy framework. The
commitment to equity, as well as access and quality, requires continuing development by building on these approaches. In so
doing, we can achieve better results for students with special needs while simultaneously creating more effective schools
for all students.
A former teacher and school principal, Gordon Porter is now director of student services for the public schools in Woodstock,
New Brunswick. A well-known advocate for integrated education, he has been instrumental in developing inclusionary programmes
for all students in the schools in the Woodstock area, and throughout the province of New Brunswick. Dr. Porter has conducted
training in many parts of Canada as well as the United States. He is currently vice-chair of the Committee on Integrated Education
of the International League of Societies for the Mentally Handicapped. 相似文献
15.
Alan Gordon 《Educational studies》2001,27(1):69-85
This paper examines the rise in school exclusions in England in the 1990s. It discusses the definitions and different types of exclusion and how policies towards exclusion have been changing. It considers the groups of students that have been, and remain, at the greatest risk of exclusion and the main reasons given by schools for excluding students. Particular attention is focused on the views of excluded children themselves, collated from a wide range of studies, including primary research with excluded students and some of their parents. The 1999 government initiative to cut exclusions by one third by the year 2002 is then considered. The paper argues that much more attention should be given to the opinions and ideas of young people themselves in the search for a solution to young people's disaffection with education and England's high rates of exclusion. 相似文献
16.
Verbal energy: attending to poetry 总被引:1,自引:0,他引:1
John Gordon 《English in Education》2004,38(1):92-103
This paper contends that the current English curriculum does not adequately acknowledge the potential of poetry to make meaning through sound. It reflects on how sound may embody or communicate meaning, and seeks enhanced conceptions of this aspect of poetry for pedagogy and the curriculum. It begins with the attention the mainstream press gave to Seamus Heaney's remarks about Eminem, and progresses to consider Heaney's notion of ‘verbal energy’ in the light of developing conceptions of multimodal ‘new literacies’. It suggests that new approaches could accord with an oral heritage approach to poetry while also acknowledging the influence of the communicational environments pupils experience beyond English classrooms. Throughout, the author draws on material that has informed his on‐going Teacher Training Agency‐sponsored project exploring the ways in which pupils approach poetry as sound, soon to be detailed on web resources for the English teaching community. 相似文献
17.
The purpose of this study was to examine undergraduate and graduate student enrollments, course delivery modes, and curricular trends and issues of CTE programs. Based on findings from 139 program/department coordinators, results emphasized that although CTE programs within institutions of higher education have declined in number (Fletcher, Gordon, Asunda, &; Zirkle, 2015), student enrollments within those programs have remained steady compared to prior studies (Bruening et al., 2001; Lynch, 1990). Even so, CTE program/department administrators have articulated that declining student enrollment is a major challenge within their programs. Additionally, the development of online courses and the impact of state/national educational reform initiatives were identified as major curricular trends for CTE programs. Recommendations include the need for CTE faculty to embrace online instruction, and for programs to use broader nomenclature of CTE/Workforce Education, instead of names of more traditional subdisciplines within the field to remain more accessible and sustainable in the future. The condition of undergraduate and graduate CTE programs will likely impact the viability and sustainability of CTE teacher preparation programs, recruitment of a talented and diverse CTE teaching force, continuity of the U.S. teaching workforce, and ability of K–12 teachers to maintain high-quality CTE programs. 相似文献
18.
The Key Stage 3 Strategy is a complex and evolving government strategy intended to improve the education of 11‐ to 14‐year‐olds in England. This paper provides a snapshot of its development by early 2004, drawing on our evaluation of the pilot phase which began in 2000. The evolution of the Strategy, with its phased introduction of both subject and cross‐curricular strands, is described. We then examine the policy intentions and evidence base which underpin it before considering what the Strategy offers in terms of curricular and pedagogical reform. While the Strategy seeks to improve schooling for 11‐ to 14‐year‐olds, it has struggled to offer a coherent approach, though recent changes in emphasis may help. We conclude that a more radical approach to the learning needs of 11‐ to 14‐year‐olds is needed and draw evidence from international trends in middle years education. 相似文献
19.
20.