全文获取类型
收费全文 | 1674篇 |
免费 | 24篇 |
国内免费 | 1篇 |
专业分类
教育 | 1337篇 |
科学研究 | 21篇 |
各国文化 | 15篇 |
体育 | 44篇 |
文化理论 | 8篇 |
信息传播 | 274篇 |
出版年
2023年 | 6篇 |
2021年 | 13篇 |
2020年 | 15篇 |
2019年 | 32篇 |
2018年 | 38篇 |
2017年 | 43篇 |
2016年 | 45篇 |
2015年 | 37篇 |
2014年 | 60篇 |
2013年 | 385篇 |
2012年 | 51篇 |
2011年 | 52篇 |
2010年 | 39篇 |
2009年 | 52篇 |
2008年 | 47篇 |
2007年 | 51篇 |
2006年 | 40篇 |
2005年 | 44篇 |
2004年 | 51篇 |
2003年 | 43篇 |
2002年 | 48篇 |
2001年 | 50篇 |
2000年 | 34篇 |
1999年 | 20篇 |
1998年 | 21篇 |
1997年 | 15篇 |
1996年 | 9篇 |
1995年 | 19篇 |
1994年 | 31篇 |
1993年 | 24篇 |
1992年 | 14篇 |
1991年 | 19篇 |
1990年 | 25篇 |
1989年 | 19篇 |
1988年 | 14篇 |
1987年 | 21篇 |
1986年 | 18篇 |
1985年 | 12篇 |
1984年 | 9篇 |
1983年 | 14篇 |
1982年 | 9篇 |
1981年 | 16篇 |
1980年 | 13篇 |
1979年 | 14篇 |
1978年 | 10篇 |
1977年 | 8篇 |
1976年 | 7篇 |
1974年 | 6篇 |
1972年 | 4篇 |
1968年 | 4篇 |
排序方式: 共有1699条查询结果,搜索用时 15 毫秒
31.
32.
While the role of leadership in improving schools is attracting more worldwide attention, there is a need for more research investigating leaders’ experiences in different national contexts. Using focus-group and semi-structured interview data, this paper explores the background, identities and experiences of a small group of Jamaican school leaders who were involved in a leadership development programme. By drawing on the concepts of culture, socialisation and identity, the paper examines how the participants’ journeys of becoming and being school leaders are influenced by national-level societal and cultural issues, experienced at a local level. The findings suggest that in becoming school leaders, the participants perceived that they had a strong sense of agency in attempting to change the social structures within the institutions they lead and in the surrounding local communities, which in turn, they hope, will have a lasting effect on the nation as a whole. 相似文献
33.
Postmodernism, Feminism, and Education: The Need for Solidarity 总被引:1,自引:0,他引:1
Carol Nicholson 《Educational theory》1989,39(3):197-205
34.
Innovative doctrines create dilemmas for teachers. These dilemmas arise because, when teachers decide to adopt new practices, they face new uncertainties about their role in the classroom, the effectiveness of their methods and the purposes of their instruction. The way teachers used the materials of a particular innovation, the Schools Council Integrated Science Project, is described and explained in terms of teacher control over the uncertainties of classroom life. The Project proposals, initially seen by teachers as increasing the diffuseness of their work, were modified by them so that it was clearer to them what was to be accomplished and how it was to be done. At the same time, a functional alignment of goals, techniques and social relationships was maintained through teacher influence in the classroom. The translation of the materials into more specific terms meant that important elements of the doctrine of the Project were either ignored or redefined in more traditional terms. Such redefinition of innovation in specific terms raises questions about the effectiveness, as instruments of change, of centralized curriculum projects remote from the practical problems of schools. Implications for curriculum policy and research into the dilemmas teachers face in teaching are discussed.An earlier version of this paper was presented at the Annual Meeting of the American Education Research Association, Boston, Mass., April 1980. 相似文献
35.
36.
Kevin Hovland and Carol Geary Schneider champion the importance of a twenty‐first‐century liberal education and provide examples of essential learning outcomes that make global and civic learning central and pervasive. 相似文献
37.
The relationship between cognitive style and trainee teacher conceptions of differentiation was studied to develop appropriate
scaffolding of their learning. 149 trainee teachers enrolled on 1 year postgraduate initial teacher education (ITE) programmes
at two UK universities completed the Cognitive Style Index (Allinson and Hayes, Journal of Management Studies, 33(1):119–135,
1996; Hodgkinson and Sadler-Smith, Journal of Occupational and Organisational Psychology, 76(2):243–268, 2003) and a questionnaire exploring their understanding of differentiation, conceptions of learning and learning preferences.
A stratified sample of these trainees was also interviewed to assess their understanding and prior knowledge of differentiation
and learning styles and how they would plan for these in the classroom. Responses were coded using content analysis procedures.
Cognitive style was found to impact on trainees’ conceptions of differentiation; for example, trainees demonstrating higher
levels of analysis and intuition had a more developed understanding of differentiation than other cognitive styles. In relation
to the findings, the use of a constructivist pedagogical tool: a Personal Learning Styles Pedagogy (Evans and Waring, Zhang
& Sternberg (Eds.), Perspectives on the nature of intellectual styles, 2009) is presented to inform the reconceptualisation of ITE programmes. In so doing, the use of this tool addresses key issues
raised in recent international policy debates concerning the necessary development of ITE for twenty-first century learner
needs. 相似文献
38.
Carol Lynn Martin Naomi C. Z. Andrews Dawn E. England Kristina Zosuls Diane N. Ruble 《Child development》2017,88(1):167-182
The goal was to test a new dual identity perspective on gender identity by asking children (n = 467) in three grades (Mage = 5.7, 7.6, 9.5) to consider the relation of the self to both boys and girls. This change shifted the conceptualization of gender identity from one to two dimensions, provided insights into the meaning and measurement of gender identity, and allowed for revisiting ideas about the roles of gender identity in adjustment. Using a graphical measure to allow assessment of identity in young children and cluster analyses to determine types of identity, it was found that individual and developmental differences in how similar children feel to both genders, and these variations matter for many important personal and social outcomes. 相似文献
39.
Janice T. Gibson Marvin J. Westwood F. Ishu Ishiyama William A. Borgen Susan M. Showalter Qasem Al-Sarraf Semiha A. Atakan Isaura R. F. Guimares A. Lina Guisti-Ortiz Margaret Robertson Benjamin Shafrir Peter De Weerdt Gundelina A. Velazco Carol E. Baker Maria Dikaiou Tatiana Gabay Lina Kashyup Ilona Lee Maria E. Felce Di Paula Hillman Ngunangwa Nina F. Talyzina 《International journal for the advancement of counseling》1991,14(3):203-216
40.