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571.
Legitimating status: perceptions of meritocracy and inequality among undergraduates at an elite British university
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Given the frequent critiques of elite universities for admitting low numbers of state school graduates and, more recently, British Afro‐Caribbean students, how do students attending those universities make meaning of the admissions process? Through an analysis of 46 one‐on‐one in‐depth interviews with undergraduates attending Oxford University, we show that students believe in the fairness of the admissions process, while lamenting the lack of opportunities for educational advancement faced by some disadvantaged youth in British society. Despite their understanding that many British youth do not have access to educational experiences that make Oxbridge an attainable goal, most students do not support changes to make access more equitable across class or racial/ethnic lines. This perspective, which legitimates the status students gain through matriculation at an elite university, supports the maintenance of unequal access to an Oxford education despite the advantages that education is known to confer to graduates. The findings demonstrate elites acknowledging the disadvantages of particular groups in society without acknowledging their own advantages in the same system. They do so by recognizing two elements of merit: (1) intelligence, which most students assumed led to their own admission; and (2) cultivation of that intelligence, which requires elite secondary schools and which most students see as disadvantaging particular groups in society. In the paper we highlight differences in meaning‐making between graduates of grammar, comprehensive and private schools. 相似文献
572.
Christina M. Desai 《Children‘s Literature in Education》2014,45(3):179-196
In 1992, the 500th anniversary of Columbus’s landing in the Bahamas was simultaneously celebrated and denounced in the US. Damaging facts about Columbus and the impact of his voyages were aired along with demands for truth and change. This study analyzes the power relationships and political ideology of picturebooks about Columbus published in the US in the 20 years since that anniversary to determine what messages and attitudes young readers are likely to absorb from them and whether the picturebook image of Columbus has evolved. It draws on the ideas of progressive educator Herbert Kohl, who demonstrates how the analysis of power relationships in stories reveals their political stance (Should We Burn Babar?, 1995), and on the tradition of progressive librarianship, which seeks to promote intellectual freedom and positive images in children’s literature of all peoples. The study finds extensive use of certain narrative techniques, including patterns of assumptions, avoidance, event selection, and omission. Patterns in illustration and sentence structure (use of passive voice, etc.) as well as stereotyping and Eurocentrism also abound. Finally, mild historical revisionism is introduced in more “balanced” titles, though the definition of balance is problematic. This article finds that the Columbus myth persists with little change, and that few titles present child readers with alternative perspectives. 相似文献
573.
Shayne B. Piasta Christina Yeager Pelatti Heather Lynnine Miller 《Early education and development》2014,25(4):445-468
Research Findings: The present study observed and coded instruction in 65 preschool classrooms to examine (a) overall amounts and (b) types of mathematics and science learning opportunities experienced by preschool children as well as (c) the extent to which these opportunities were associated with classroom and program characteristics. Results indicated that children were afforded an average of 24 and 26 min of mathematics and science learning opportunities, respectively, corresponding to spending approximately 25% of total instructional time in each domain. Considerable variability existed, however, in the amounts and types of mathematics and science opportunities provided to children in their classrooms; to some extent, this variability was associated with teachers' years of experience, teachers' levels of education, and the socioeconomic status of children served in the program. Practice or Policy: Although results suggest greater integration of mathematics and science in preschool classrooms than previously established, there was considerable diversity in the amounts and types of learning opportunities provided in the preschool classrooms. Affording mathematics and science experiences to all preschool children as outlined in professional and state standards may require additional professional development aimed at increasing preschool teachers' understanding and implementation of learning opportunities in these 2 domains in their classrooms. 相似文献
574.
Sadie J. Mummert Christina Policastro Brian K. Payne 《Journal of Criminal Justice Education》2014,25(4):435-451
Researchers generally accept that victims may experience revictimization in the criminal justice system when they relive victimization experiences while recounting the victimization to criminal justice officials. In addition, scholars have drawn attention to the need to be sensitive in victimology courses and other courses focusing on victimization. In this study, the authors examine whether victims experience forms of revictimization when learning about victimization in college courses. Attention is also given to whether learning about victimization promotes self-identification as a victim. Our findings suggest that minor forms of revictimization may occur. A sizeable portion of the students reported learning that they were victimized in the past as a result of the course material. Implications for teaching victimology are provided. 相似文献
575.
Multidimensional Perfectionism,Coping, and Depression: Differential Prediction of Depression Symptoms by Perfectionism Type
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Christina L. Noble Jeffrey S. Ashby Philip B. Gnilka 《Journal of College Counseling》2014,17(1):80-94
Perfectionism has consistently been implicated as a significant contributor to negative outcomes, including depression, in college student populations. This study examined the relationship between multidimensional perfectionism, coping, and depression in a sample of 405 undergraduate students. Maladaptive perfectionists, adaptive perfectionists, and nonperfectionist college students differed significantly on levels of depression and exhibited different patterns of coping. Avoidant coping mediated the relationship between both adaptive and maladaptive perfectionism and depression. 相似文献
576.
Lynette M. Johnston Martin Wiedmann Alicia Orta‐Ramirez Haley F. Oliver Kendra K. Nightingale Christina M. Moore Clinton D. Stevenson Lee‐Ann Jaykus 《Journal of Food Science Education》2014,13(1):12-21
Identification of core competencies for undergraduates in food safety is critical to assure courses and curricula are appropriate in maintaining a well‐qualified food safety workforce. The purpose of this study was to identify and refine core competencies relevant to postsecondary food safety education using a modified Delphi method. Twenty‐nine experts representing food safety professionals in academia, government, and industry were given 2 rounds of questionnaires that specified initial food safety competencies, core domains, and subdomains. Competencies were defined as a set of skills, knowledge, and abilities that correlate to success of a trainee. The framework for which competencies were classified consisted of (1) core domains, defined as broad food safety subjects; and (2) subdomains, or more specific food safety subjects. The expert panel used a 5‐point Likert scale with an acceptance criterion, or consensus, of 75%, with a rating of “4” or greater. After 2 rounds of questionnaires and revisions from the expert panel, 5 core domains were established: (1) Food Production, Manufacturing, Retail, and Consumer; (2) Foodborne Hazards; (3) Public Health; (4) Legislation and Policy; and (5) Communication and Education. Specific responses from the experts highlighted areas in which further curriculum revision would be beneficial. This study provides a framework for the development of a vetted, standardized undergraduate food safety curriculum. The Delphi method, with its inclusion of professionals representing various sectors of food safety, provided relevant perspectives for curriculum design, and also allowed participants the opportunity to contribute to the education of future food safety professionals. 相似文献
577.
Scott H. Deibel Matthew L. Ingram Andrew B. Lehr Hiliary C. Martin Darlene M. Skinner Gerard M. Martin Isaac M. W. Hughes Christina M. Thorpe 《Learning & behavior》2014,42(3):246-255
It is difficult for rats to acquire daily time–place (TP) learning tasks. One theory suggests that rats do not use time of day as a stimulus signaling a specific response. In the present study, we tested rats’ ability to use time of day as a discriminative stimulus. A fixed-interval procedure was used in which one lever provided reinforcement on a FI-5-s schedule in morning sessions, and the same lever provided reinforcement on a FI-30-s schedule in afternoon sessions. Because only one place was used in this paradigm, the rats could only use time of day to acquire the task. Mean responses during the first 5 s of the first trial in each session indicated that the rats did not discriminate between the two sessions. In Phase II, a different lever location was used for each of the two daily sessions, which meant that both spatial and temporal information could be used to acquire the task. The rats readily acquired the task in this phase, and probe trials indicated that the rats were using a combination of spatial and temporal information to discriminate between the two different trial types. When the spatial cue was removed in Phase III, rats no longer discriminated the two sessions, suggesting that time can only be used as a discriminative stimulus when each daily session is associated with a distinct spatial location. 相似文献
578.
This project focuses on the design and implementation of an online professional development platform tailored to teachers’ needs to improve and promote their intercultural knowledge. Drawing upon the framework of virtual communities of practice, the project escapes from traditional professional development programmes. Although a total of 103 teachers participated in the project, in the implementation phase we carried out observations and interviews with a sub-sample of 40 teachers. Research findings indicate the generation of new knowledge regarding new pedagogical practices with respect to intercultural education as well as an increased collaboration among all involved stakeholders. Through the active involvement in the INTERACT platform, teachers became reflective practitioners by having opportunities to raise their voice and share views on their intercultural practices. 相似文献
579.
The Smooth Transition for Advancement to Graduate Education (STAGE) project was a three-year pilot project designed to mentor undergraduate students primarily from under-represented groups in the mathematical sciences. The STAGE pilot project focused on mentoring students as they transitioned from undergraduate education to either graduate school or a career in the STEM workforce. We discuss the various mentoring structures, the STAGE pilot utilized, and how those structures affected programmatic outcomes. In addition, we discuss challenges we faced in mentoring undergraduates and special considerations we made when mentoring students from under-represented groups. 相似文献
580.
Christina Lamb Joseph Uong Eric Coley Lynne Valdes Douglas Wendel 《Community College Journal of Research & Practice》2018,42(10):740-743
Supervisory skills play an important role in individual staff development and the achievement of organizational objectives. These skills are vital to professionals in community college student affairs, who support a diverse student population and a wide array of programming. This study was conducted to describe the kind of supervisory training experience student affairs professionals received. Through interviews with community college student affairs professionals, we found that many experienced a lack of formal training and acquired supervisory skills over time on the job, through trial and error, and from workshops. 相似文献