全文获取类型
收费全文 | 1276篇 |
免费 | 18篇 |
专业分类
教育 | 1063篇 |
科学研究 | 23篇 |
各国文化 | 26篇 |
体育 | 44篇 |
综合类 | 1篇 |
文化理论 | 3篇 |
信息传播 | 134篇 |
出版年
2023年 | 2篇 |
2022年 | 10篇 |
2021年 | 14篇 |
2020年 | 32篇 |
2019年 | 59篇 |
2018年 | 73篇 |
2017年 | 67篇 |
2016年 | 61篇 |
2015年 | 29篇 |
2014年 | 60篇 |
2013年 | 276篇 |
2012年 | 38篇 |
2011年 | 47篇 |
2010年 | 38篇 |
2009年 | 47篇 |
2008年 | 45篇 |
2007年 | 43篇 |
2006年 | 33篇 |
2005年 | 34篇 |
2004年 | 24篇 |
2003年 | 30篇 |
2002年 | 24篇 |
2001年 | 16篇 |
2000年 | 17篇 |
1999年 | 15篇 |
1998年 | 12篇 |
1997年 | 16篇 |
1996年 | 4篇 |
1995年 | 10篇 |
1994年 | 17篇 |
1993年 | 6篇 |
1992年 | 7篇 |
1991年 | 8篇 |
1990年 | 15篇 |
1989年 | 8篇 |
1988年 | 7篇 |
1987年 | 6篇 |
1986年 | 4篇 |
1985年 | 5篇 |
1984年 | 2篇 |
1983年 | 3篇 |
1982年 | 4篇 |
1981年 | 5篇 |
1980年 | 4篇 |
1979年 | 2篇 |
1978年 | 4篇 |
1976年 | 4篇 |
1973年 | 2篇 |
1971年 | 2篇 |
1940年 | 1篇 |
排序方式: 共有1294条查询结果,搜索用时 31 毫秒
981.
982.
Since the middle of the twentieth century in England and Canada responsibility for the design and delivery of pre-service teacher programmes has been located primarily in universities and their Faculties/Schools of Education. Operating within a tradition of university autonomy, the governance of these programmes is nonetheless constrained by the accreditation and certification requirements of the state and the profession and the pragmatic demands of teachers’ work. Over the last two decades, a variety of provisions have been made to regulate the pre-service preparation of teachers in both countries that have afforded quite different roles and authority to the state, the university, and the teaching profession. It is the interplay of these pressures on the governance of initial teacher preparation in three different jurisdictions—England, Manitoba and British Columbia—and the characterisation of teacher preparation associated with each, that is the focus of this article. 相似文献
983.
We identify the major tasks facing pre-tenure faculty members and outline advice, based on a review of the literature and
our experiences, for succeeding in academia. The challenges encountered by new faculty include learning the culture of the
new academic institution, understanding the processes and policies for academic performance review, establishing meaningful
and constructive mentoring relationships, creating a sustainable research agenda as well as fostering the writing attitudes
and strategies that promote turning research projects into publications. Also included are recommendations for developing
expertise in teaching, cultivating healthy and productive relationships with advisees, and fulfilling service responsibilities.
Finally, we suggest strategies for balancing the multiple, and sometimes competing, demands and expectations. 相似文献
984.
985.
African American undergraduate students face numerous challenges during college; however, they are less likely to seek help from college counseling services. Often, African Americans seek support from spiritual resources. In the current phenomenological study, participants shared in a focus group interview. Overall, participants seemed to value the Black Church as an integral part of their lives and as an influence on their perceptions of counseling and proclivity to seek counseling services. 相似文献
986.
Places like zoos, where free-choice learning is encouraged, are important for conveying climate change and sustainability issues to the public. Free-choice learning that targets environmentally focused sustainable behavior changes must be meaningful in order to encourage actual behavior change post-visit. However, visitors often fail to translate their learning into behavior change after a visit. This research explores the role of post-visit action resources (PVARs) in facilitating long-term learning for individual environmental sustainability after a visit to the Leatherdale International Polar Bear Conservation Centre in Winnipeg’s Assiniboine Park Zoo in Manitoba, Canada. An embedded mixed-methods research design used personal meaning maps and follow-up interviews to measure free-choice learning; data were analyzed both quantitatively and qualitatively. Findings revealed that the PVARs positively affected free-choice learning after an on-site visit to the zoo. Recommendations and implications are discussed in relation to practical applications and implications for future research in environmental education. 相似文献
987.
Psychological safety is the shared belief that the team is safe for interpersonal risk-taking. Critical team events such as conflict and faultlines (hypothetical lines that split a team into subgroups) should impact psychological safety. Previous research has shown the benefits of task conflict on team outcomes under certain conditions and the consistently negative effects of demographic faultline strength on team outcomes. We propose that being close to the principal (what we call belonging to the principal’s in-group) should help attenuate the negative effects of task conflict and faultlines among teachers, because it is associated with a more effective working relationship. In a survey study with 244 teachers from 45 primary schools, we tested the moderating effect of belonging to the principal’s in-group vs. belonging to an out-group on the relationships of task conflict and faultlines on psychological safety. Results of multilevel model tests showed that relationship conflict (but not task conflict) and faultlines decreased psychological safety. However, when teachers belonged to the principal’s in-group as compared to an out-group, task conflict had no negative effect on psychological safety. We present implications to bridge the negative effects due to subgroup presence, so that psychological safety can become a resource for all. 相似文献
988.
Since the mid-1990s, governments of different political persuasion have tried to reform VET policy to address problems in skills formation and social inclusion. Despite considerable policy activism, success has been somewhat limited, and England failed to overcome the problems associated with its liberal training regime. This article assesses the failure in vocational skills formation as a political economy and a public policy problem. It challenges the determinism in the political economy literature, points to poor public policy-making, and outlines possible policy levers. 相似文献
989.
This work deals with Global Competence as a suggested cross-curricular domain for the PISA study of 2018. Measuring Global Competence is related to a number of challenges, which are elaborated, described and discussed. As these challenges have not been sufficiently targeted up to now, Germany, among several other countries, decided not to assess Global Competence in the upcoming PISA assessment. Conclusively, propositions are made regarding viable options to capture Global Competence in international comparative studies so that established quality standards can be met. 相似文献
990.
John Jerrim John Micklewright Jorg-Henrik Heine Christine Salzer Caroline McKeown 《牛津教育评论》2018,44(4):476-493
The Programme for International Student Assessment (PISA) is an important cross-national study of 15-year-olds’ academic knowledge and skills. Educationalists and public policymakers eagerly await the tri-annual results, with particular interest in whether their country has moved up or slid down the international rankings, as compared to earlier rounds. In 2015 a major change was implemented in PISA, with the introduction of computer-based assessment. This has the potential to reduce comparability of PISA test scores across countries and over time. We investigate this issue using PISA 2015 field trial data for three countries: Germany, Sweden, and Ireland. We show how, if left unaccounted for, the change to computer-based testing could limit the comparability of PISA test scores. We then describe the methodology the study organisers have used to account for such mode effects. Our key conclusion is that although the adjustment made is unlikely to overcome all the potential challenges of switching to computer-based tests, it represents an improvement over the alternative of making no adjustment at all. 相似文献