全文获取类型
收费全文 | 461篇 |
免费 | 4篇 |
专业分类
教育 | 396篇 |
科学研究 | 10篇 |
各国文化 | 4篇 |
体育 | 19篇 |
信息传播 | 36篇 |
出版年
2022年 | 1篇 |
2021年 | 2篇 |
2020年 | 3篇 |
2019年 | 6篇 |
2018年 | 12篇 |
2017年 | 13篇 |
2016年 | 21篇 |
2015年 | 13篇 |
2014年 | 19篇 |
2013年 | 115篇 |
2012年 | 9篇 |
2011年 | 15篇 |
2010年 | 14篇 |
2009年 | 9篇 |
2008年 | 13篇 |
2007年 | 6篇 |
2006年 | 4篇 |
2005年 | 15篇 |
2004年 | 11篇 |
2003年 | 7篇 |
2002年 | 6篇 |
2001年 | 7篇 |
2000年 | 12篇 |
1999年 | 7篇 |
1998年 | 7篇 |
1997年 | 12篇 |
1996年 | 11篇 |
1995年 | 4篇 |
1994年 | 4篇 |
1993年 | 5篇 |
1992年 | 7篇 |
1991年 | 8篇 |
1990年 | 4篇 |
1989年 | 5篇 |
1988年 | 4篇 |
1987年 | 4篇 |
1986年 | 3篇 |
1985年 | 5篇 |
1983年 | 9篇 |
1982年 | 4篇 |
1981年 | 7篇 |
1980年 | 7篇 |
1979年 | 3篇 |
1978年 | 3篇 |
1977年 | 3篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1972年 | 1篇 |
1971年 | 1篇 |
排序方式: 共有465条查询结果,搜索用时 8 毫秒
51.
52.
ABSTRACT This article describes some aspects of a multi‐disciplinary exchange and research programme involving communities in Denmark, Germany, Italy and the United Kingdom. The major focus of the programme has been on the integration of children with special educational needs into mainstream settings in schools and communities with a specific reference to decision making processes. The point at which extra resources are given by the state and its agencies to an individual in need provides the unifying intercultural point of departure. Local cultures, including legislative and social imperatives, and their implications for research activity are discussed. Common themes in the transition and transformation of the various forms of welfare state provision within the member countries are identified and analysed. The relationship between different forms and levels of service provision and the practice of integration are discussed. 相似文献
53.
Peter Woods Mari Boyle Bob Jeffrey Geoff Troman 《International journal of qualitative studies in education》2013,26(1):85-97
There are signs that teams are becoming more popular in ethnographic research. New technology and, in the UK, the Research Assessment Exercise have facilitated the establishment and continuance of teams. In this paper, the authors discuss their experiences in one particular research team in recent years. Securing adequate funding has been the essential structural prerequisite. The authors distinguish among project, federated, and whole teams, depending on function and level of analysis. They consider team structure, approach, business, and processes, and the relationship between individual and team. Teamwork has enabled a wider and deeper coverage of work, a broader comparative base, and multiple researcher triangulation. The team provides a forum for the discussion of ethical issues, an immediate supportive reference group. It has opened up horizons, and promoted individual change and development. It has aided analysis and writing, and promoted clearer and more robust arguments. The article concludes with some caveats. 相似文献
54.
55.
56.
A collaborative curriculum development project was set up to address the lack of good examples of teaching about ideas and
evidence and the nature of science encountered by student teachers training to teach in the age range 11–16 in schools in
England. Student and teacher-mentor pairs devised, taught and evaluated novel lessons and approaches. The project design required
increasing levels of critique through cycles of teaching, evaluation and revision of lessons. Data were gathered from interviews
and students’ reports to assess the impact of the project on student teachers and to what extent any influences survived when
they gained their first teaching posts. A significant outcome was the perception of teaching shifting from the delivery of
standard lessons in prescribed ways to endeavours demanding creativity and decision-making. Although school-based factors
limited newly qualified teachers’ chances to use new lessons and approaches and therefore act as change-agents in schools,
the ability to critique curriculum materials and the recognition of the need to create space for professional dialogue were
durable gains. 相似文献
57.
58.
Bob Croasdale Jeff Evans Jerry L. Moreno Harry O. Posten Andy Begg John Bernard Ethel C. Henderson 《Teaching Statistics》1987,9(1):2-7
The following short contributions are from people who attended the Second International Conference on Teaching Statistics held in Victoria, August 1986 相似文献
59.
AbstractThis article is both an editorial introduction for this special issue and a distinctive contribution in its own right. The article seeks to extend a dynamic and multiple conception of time to the sociology of education to think beyond the clock time associated with modernity and industrialisation. This need is illustrated through an account and critique of E.P. Thompson’s canonical account of clock time. The article argues that this construction of clock time implicitly frames most work in the sociology of education. The concept of ‘timespace’ offers a way to go beyond both clock time and the current ‘spatial turn’ in the sociology of education that prioritises space over time. It is shown how computerisation also ushers in a new temporality, which works simultaneously with clock time and perhaps presages the move from a disciplinary to control society. The article accepts that there are multiple and dynamic temporalities and correlatively supports a working together of historical and sociological imaginations towards a sociology of education that acknowledges and works with multiple temporalities, empirically, methodologically, theoretically and in research writing. 相似文献
60.
This review of eight papers published in Teaching and Teacher Education over the past twenty years shows how the profession has been impacted by the forces of globalisation. The impact varies in different contexts, according to local factors. The review looks at papers that use explicit international comparisons as a means to bring local contextual characteristics into sharp relief, and discusses the values and pitfalls of this approach. The review concludes by suggesting a possible future agenda for international comparisons, one that seeks answers to the domestic challenges of the Millennium Development Goals and Education for All by looking for solutions overseas. However, international appropriation needs to remain highly sensitive to the cultural context of implementation. 相似文献