全文获取类型
收费全文 | 838篇 |
免费 | 25篇 |
专业分类
教育 | 659篇 |
科学研究 | 43篇 |
各国文化 | 12篇 |
体育 | 39篇 |
文化理论 | 10篇 |
信息传播 | 100篇 |
出版年
2023年 | 4篇 |
2022年 | 11篇 |
2021年 | 8篇 |
2020年 | 12篇 |
2019年 | 18篇 |
2018年 | 28篇 |
2017年 | 41篇 |
2016年 | 27篇 |
2015年 | 16篇 |
2014年 | 23篇 |
2013年 | 245篇 |
2012年 | 20篇 |
2011年 | 19篇 |
2010年 | 16篇 |
2009年 | 13篇 |
2008年 | 20篇 |
2007年 | 21篇 |
2006年 | 17篇 |
2005年 | 17篇 |
2004年 | 16篇 |
2003年 | 10篇 |
2002年 | 18篇 |
2001年 | 8篇 |
2000年 | 7篇 |
1999年 | 7篇 |
1998年 | 15篇 |
1997年 | 5篇 |
1996年 | 9篇 |
1995年 | 6篇 |
1993年 | 4篇 |
1992年 | 13篇 |
1991年 | 10篇 |
1990年 | 14篇 |
1989年 | 4篇 |
1988年 | 7篇 |
1987年 | 8篇 |
1985年 | 10篇 |
1984年 | 5篇 |
1983年 | 5篇 |
1982年 | 5篇 |
1981年 | 10篇 |
1979年 | 9篇 |
1978年 | 6篇 |
1977年 | 10篇 |
1976年 | 6篇 |
1974年 | 7篇 |
1971年 | 5篇 |
1923年 | 3篇 |
1922年 | 3篇 |
1915年 | 3篇 |
排序方式: 共有863条查询结果,搜索用时 15 毫秒
51.
Bernie Grummell Michael J. Murray 《Journal of educational administration and history》2015,47(4):432-450
Further education typically represents the vocational, technical and practice-based forms of education, but this is now being repositioned in a neo-liberal era that is driving a performance-based and market-orientated vision of education in the Republic of Ireland and elsewhere. The implacable drive of neo-liberal economics in everyday practice is evident in the current economic and training discourses of further education, which aim to upgrade the employability of low-skilled and marginalised sectors of the population. The article provides an overview of shifts in educational policy and practices that align Irish further education with what has occurred in the UK and elsewhere through processes of professionalisation and performativity. Analysis of the potential impact on notions of professional identity in the sector helps to articulate the principles, pedagogies and philosophies that will be vital when contesting the performance cultures of New Managerialism that seem likely to ensue. We explore the implications in terms of the policy discourses, organisational structure and professional practices of further education. We contend that changes in these areas have profound impacts on the learning and knowledge base of further education, constraining its social justice and transformative capacity for the learners at the heart of further education. 相似文献
52.
Rachael Davis Georgina Donati Kier Finnegan James P. Boardman Bethan Dean Sue Fletcher-Watson Gillian S. Forrester 《Child development》2022,93(4):869-880
Visual field biases have been identified as markers of atypical lateralization in children with developmental conditions, but this is the first investigation to consider early lateralized gaze behaviors for social stimuli in preterm infants. Eye-tracking methods with 51 preterm (33 male, 92.1% White) and 61 term-born (31 male, 90.1% White) infants aged 8–10 months from Edinburgh, UK, captured the development of visual field biases, comparing gaze behavior to social and non-social stimuli on the left versus right of the screen. Preterm infants showed a significantly reduced interest to social stimuli on the left versus right compared to term children (d = .58). Preterm children exhibit early differential orienting preferences that may be an early indicator of atypical lateralized function. 相似文献
53.
54.
55.
56.
57.
58.
Sylvia LinanThompson Peggy HickmanDavis 《Learning disabilities research & practice》2002,17(4):242-251
Supplemental reading instruction provides a way to improve the reading outcomes of students at risk for reading difficulties and to meet the challenges produced by increases in student diversity in today’s classrooms. The research–based intervention described in this article includes intensive, explicit, and systematic reading instruction in five areas: fluency, phonemic awareness, instructional–level reading with an emphasis on comprehension, word analysis, and spelling. This intervention was effective in improving the reading skills of low SES, second–grade English monolingual and English–language learners. 相似文献
59.
60.
Joachim Broecher Joyce H. Davis Janet F. Painter 《International Journal of Lifelong Education》2017,36(4):471-485
Using qualitative interviews, focus groups, storytelling and collective journaling, the life experiences of people in a local village community, in South Westphalia, Germany, born between 1930 and 1945, were analysed collaboratively. The research intention was to give the younger generations in that region access to these experiences and insights, within the context of democratic learning and civic education. The focus of this narrative learning project was on the politically relevant issues and themes they contained, above all: the significance of free information and thought, a free cultural life, access to education for all children and youth, a self-determined life for women and girls, as well as cohesion and self-help structures in the social community. Many tales were shared from the Third Reich, making references to Wilhelmine Germany and the Republic of Weimar, including how these times had been narrated to them through their forebearers and families’ archives. 相似文献