全文获取类型
收费全文 | 280篇 |
免费 | 0篇 |
专业分类
教育 | 239篇 |
科学研究 | 2篇 |
各国文化 | 10篇 |
体育 | 4篇 |
信息传播 | 25篇 |
出版年
2020年 | 2篇 |
2019年 | 4篇 |
2018年 | 8篇 |
2017年 | 4篇 |
2016年 | 7篇 |
2015年 | 3篇 |
2014年 | 4篇 |
2013年 | 69篇 |
2012年 | 4篇 |
2011年 | 6篇 |
2010年 | 6篇 |
2009年 | 2篇 |
2008年 | 4篇 |
2007年 | 4篇 |
2006年 | 2篇 |
2005年 | 8篇 |
2004年 | 6篇 |
2003年 | 5篇 |
2002年 | 6篇 |
2001年 | 3篇 |
2000年 | 4篇 |
1999年 | 8篇 |
1998年 | 3篇 |
1997年 | 6篇 |
1996年 | 5篇 |
1995年 | 4篇 |
1994年 | 2篇 |
1993年 | 6篇 |
1992年 | 2篇 |
1991年 | 5篇 |
1990年 | 4篇 |
1989年 | 3篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 3篇 |
1984年 | 3篇 |
1983年 | 4篇 |
1982年 | 3篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1978年 | 4篇 |
1977年 | 6篇 |
1976年 | 8篇 |
1975年 | 7篇 |
1974年 | 6篇 |
1973年 | 3篇 |
1972年 | 4篇 |
1970年 | 2篇 |
1962年 | 1篇 |
排序方式: 共有280条查询结果,搜索用时 15 毫秒
91.
Peter Kutnick Zhiyong Zhu Cecilia Chan Rosanna Yuen-Yan Chan Betty Pok-Yee Lee Veronica Ka Wai Lai 《Compare》2018,48(4):608-629
School-based pipelines/routes for university and technical engineering education are recognised as important for economic development and the high-school years are critical for shaping students’ career aspirations and attitudes. This study examined a range of attitudes/experiences on the aspirations of secondary students to pursue engineering education and vocation. Experiential/attitudinal aspects covered demographic characteristics, family/school support, practical learning experiences, curricular/extra-curricular experiences, attitudes, perceptions and engineering-efficacy that may affect aspirations. A validated questionnaire capturing these variables was administered to respective samples of secondary school students from four Chinese geo-engineering regions (Beijing, Guangzhou, Hong Kong and ShanXi; 5965 students) that represent differing degrees of industrialisation. Comparative analyses across regions show ‘doing’ engineering is key to motivating students’ aspirations; while regional variations suggest that schooling and family factors are generally more significant in industrialising Mainland cities, and extracurricular opportunities and personal factors are more significant for students in post-industrial Hong Kong. 相似文献
92.
OBJECTIVE: To examine (1) the prevalence, types, and severity of child abuse and neglect (CAN) and (2) the relationship between CAN and lifetime psychiatric disorders among American Indian women using primary care services. METHODS: A cross-sectional study was conducted among 234 American Indian women, age 18-45 who presented for outpatient ambulatory services at a community-based Indian Health Service Hospital in Albuquerque, New Mexico. Dependent measures included mood, substance abuse, and anxiety disorders as well as posttraumatic stress disorder (PTSD) as measured by the Composite International Diagnostic Interview. CAN was assessed using the Childhood Trauma Questionnaire. RESULTS: Approximately three-quarters of respondents (76.5%; 95% CI = 70.4, 81.7) reported some type of childhood abuse or neglect; over 40% reported exposure to severe maltreatment. Severity of child maltreatment was associated in a dose response manner with lifetime diagnosis of mental disorders. After adjusting for social and demographic correlates, severe child maltreatment was strongly associated with lifetime PTSD (prevalence ratio [PR] 3.9; 95% CI = 1.9, 8.0); and was moderately associated with lifetime substance use disorders (PR = 2.3; 95% CI = 1.6, 3.3); mood disorders (PR = 2.1; 95% CI 1.4, 3.2); and with two or more disorders (PR = 2.3; 95% CI = 1.6, 3.4). CONCLUSION: CAN was common in our sample of American Indian women in primary care and was positively associated with lifetime psychiatric disorders outcomes. Screening for CAN and psychiatric disorders would enhance the treatment of patients seeking primary care services. Primary prevention of child maltreatment might reduce the high prevalence of mental disorders among American Indian women. 相似文献
93.
94.
95.
This study describes counseling and support services for African American and Latino adult learners that reduce barriers to graduation. Procedures adapted traditional counseling by (a) using faculty counselors and (b) including gender‐, culture‐, and adult‐based perspectives in individual and group counseling and peer support. Support relevant to the learners' needs is effective in retaining adult learners, thereby making higher education accessible to a student body inclusive of adult learners. 相似文献
96.
Alice C. Stewart Jacqueline Williams Karen Smith‐Gratto Sylvia Sloan Black Betty Turner Kane 《Decision Sciences Journal of Innovative Education》2011,9(1):3-26
In this pilot research we examine the impact of two leadership development training programs on the ability of students to acquire knowledge, share knowledge, and apply knowledge for organizational decision making. One program emphasized concepts and case‐based application based on a technical learning paradigm. The other program used a game‐based computer simulation, Virtual Leader, grounded in an experiential or situated learning paradigm. After training, students from both programs engaged in a complex in‐basket exercise to examine the quality of their leadership and managerial abilities. In this exercise, participants from each training intervention worked with their trained cohort to accomplish a day of managerial work. Participants were observed and their individual and collective actions and decisions on behalf of the organization were evaluated. Using qualitative research we compared the organizational decisions associated with each group to determine which pedagogical technique resulted in the most effective application of student learning. While technical learning pedagogy was associated with greater information acquisition, the game‐based computer simulation (an experiential, social‐interaction oriented pedagogy) was associated with better decision quality and more shared cognition. Evidence suggests that students taught with the game‐based computer simulation collectively demonstrated a greater ability to apply what they learned. 相似文献
97.
The purpose of this article is to examine how and to what extent schools’ responses to accountability policies in the United
States influence the ability of new teachers of color to draw on their own and their students’ cultural resources to engage
in culturally responsive teaching. A 5-year study of 17 new teachers of color reveals that these teachers identified three
principal tensions which correspond to the three dimensions of culturally responsive teaching: (a) cultural and linguistic
relevance versus standardization, (b) community of learners versus teacher transmission, and (c) social justice versus enhanced
test scores. The teachers also described two mechanisms by which accountability-based programs and policies were enforced:
fear of monitoring and internalizing the link between testing and educational opportunity. We applied the metaphor of “double
bind” to explain the tensions and enforcement mechanisms encountered by these teachers. The “double bind” forced the new teachers
of color to enact contradictory systemic demands promoted by government policy and the teaching profession and exacted an
individual toll. We conclude with implications for policy, practice, and research. 相似文献
98.
99.
100.