全文获取类型
收费全文 | 828篇 |
免费 | 10篇 |
国内免费 | 1篇 |
专业分类
教育 | 618篇 |
科学研究 | 80篇 |
各国文化 | 10篇 |
体育 | 48篇 |
文化理论 | 10篇 |
信息传播 | 73篇 |
出版年
2022年 | 6篇 |
2020年 | 12篇 |
2019年 | 17篇 |
2018年 | 23篇 |
2017年 | 28篇 |
2016年 | 28篇 |
2015年 | 14篇 |
2014年 | 11篇 |
2013年 | 190篇 |
2012年 | 17篇 |
2011年 | 18篇 |
2010年 | 18篇 |
2009年 | 19篇 |
2008年 | 14篇 |
2007年 | 20篇 |
2006年 | 23篇 |
2005年 | 18篇 |
2004年 | 21篇 |
2003年 | 11篇 |
2002年 | 14篇 |
2001年 | 6篇 |
2000年 | 14篇 |
1999年 | 14篇 |
1998年 | 10篇 |
1997年 | 16篇 |
1996年 | 10篇 |
1995年 | 9篇 |
1994年 | 9篇 |
1993年 | 10篇 |
1992年 | 14篇 |
1991年 | 11篇 |
1989年 | 6篇 |
1988年 | 11篇 |
1987年 | 8篇 |
1986年 | 14篇 |
1985年 | 8篇 |
1984年 | 7篇 |
1983年 | 7篇 |
1982年 | 6篇 |
1981年 | 9篇 |
1980年 | 6篇 |
1979年 | 7篇 |
1978年 | 6篇 |
1976年 | 10篇 |
1973年 | 6篇 |
1857年 | 6篇 |
1847年 | 5篇 |
1840年 | 5篇 |
1838年 | 6篇 |
1830年 | 5篇 |
排序方式: 共有839条查询结果,搜索用时 406 毫秒
831.
Mary Hamilton 《Critical Studies in Education》2017,58(3):280-294
ABSTRACTThis paper examines how international, large-scale skills assessments (ILSAs) engage with the broader societies they seek to serve and improve. It looks particularly at the discursive work that is done by different interest groups and the media through which the findings become part of public conversations and are translated into usable form in policy arenas. The paper discusses how individual countries are mobilised to participate in international surveys, how the public release of findings is managed and what is known from current research about how the findings are reported and interpreted in the media. Research in this area shows that international and national actors engage actively and strategically with ILSAs, to influence the interpretation of findings and subsequent policy outcomes. However, these efforts are indeterminate and this paper argues that it is at the more profound level of the public imagination of education outcomes and of the evidence needed to know about these that ILSAs achieve their most totalising effects. 相似文献
832.
During the 1950s and 1960s, most colleges and universities enjoyed rapid student enrollment increases and liberally expanded their programs and physical facilities accordingly. But the economic, fiscal, and social developments of the 1970s have reduced income sources, increased costs, and diminished traditional student populations. Richard Freeman's work on the demand for higher education and the future worth of a college degree has become a major source of controversy among academicians. To establish a relationship between college attendance and the college job market, Freeman employed a three-equation model to analyze the causative supply and demand determinants. In this paper, we examine the viability of Freeman's Recursive Adjustment Model as a management tool for explaining and predicting enrollments and the job market using macro and micro cases.Presented at the Nineteenth Annual Forum of the Association for Institutional Research, San Diego, California, May 1979. 相似文献
833.
When group work leaves the classroom does group skills development also go out the window? 总被引:1,自引:0,他引:1
Colin Baskin Michelle Barker Peter Woods 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(1):19-31
In moving towards what Lemke (1996) terms the ‘interactive learning paradigm’, higher education has adopted two key principles consistent with group learning technologies:
- ? learning is always mediated by and occurs through language ( Falk, 1997 ; Gee, 1997 ); and
- ? learning is distributed across a range of other people, sites, objects, technologies and time ( Gee, 1997 ).
- ? many universities now choose to offer ‘learning resources’ online.
834.
James B. Hale Catherine A. Fiorello Ron Dumont John O. Willis Christopher Rackley Colin Elliott 《Psychology in the schools》2008,45(9):838-858
Concerns about the ability‐achievement discrepancy method for specific learning disability (SLD) determination led to alternative research‐based methods, such as failure to respond to intervention. Neither of these regulatory methods address the statutory SLD definition, which explicitly includes a deficit in basic psychological processes. Examining neuropsychological processing differences among typical children and children with math SLD, commonality analyses revealed that Differential Ability Scales – Second Edition (DAS‐II) predictors accounted for more achievement variance in typical children (46% to 58%) than in children with math SLD (33% to 50%), with substantial loss of predictive validity when General Conceptual Ability was used instead of subcomponent scores. Results suggest that differences in typical predictor‐outcome relationships may provide a foundation for developing specific cognitive and academic interventions for children with math SLD. © 2008 Wiley Periodicals, Inc. 相似文献
835.
Paula Jones Colin J. Trier Jonathan P. Richards 《International Journal of Educational Research》2008,47(6):341-350
This paper explores the perceptions of academics and students towards embedding Education for Sustainable Development (ESD) into undergraduate degree programmes in the School for Earth, Ocean and Environmental Science (SEOES) at the University of Plymouth. The main purpose of the research was to identify current ESD related teaching and learning in a science-based undergraduate programme and the opportunities for, and barriers to, further extensions of ESD. The results indicate that there is general support for the embedding of ESD in the curriculum, but there is considerable uncertainty expressed by lecturers concerning how this can best be done. There is a general concern that additional embedding into the degree programme might lead to reductions in the amount of core subject matter being taught. The programme and ESD agendas are to an extent seen by lecturers as conflicting. ESD is viewed mainly in terms of curriculum content as opposed to the pedagogy employed. 相似文献
836.
837.
This article draws primarily upon Asian research, literature, and experience to describe the open and dualmode universities of East and South Asia. It describes their origins, admissions, development, delivery methods, and applications of technology. It discusses their successes and failures and the contributing political, social, economic, and cultural factors. It questions whether Asian distance education is best served by adopting Western models or whether there is need for the evolution of indigenous systems more firmly based upon local, vocational, social, and cultural needs. It considers faculty development and performance improvement issues and concludes by arguing for more research and evaluation to increase the institutions' standing with the governments, students, and communities they serve. 相似文献
838.
Ahmed Lachheb Victoria Abramenka-Lachheb Stephanie Moore Colin Gray 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1653-1670
Maintaining students' privacy in higher education, an integral aspect of learning design and technology integration, is not only a matter of policy and law but also a matter of design ethics. Similar to faculty educators, learning designers in higher education play a vital role in maintaining students' privacy by designing learning experiences that rely on online technology integration. Like other professional designers, they need to care for the humans they design for by not producing designs that infringe on their privacy, thus, not causing harm. Recognizing that widely used instructional design models are silent on the topic and do not address ethical considerations such as privacy, we focus this paper on how design ethics can be leveraged by learning designers in higher education in a practical manner, illustrated through authentic examples. We highlight where the ethical responsibility of learning designers comes into the foreground when maintaining students' privacy and well-being, especially in online settings. We outline an existing ethical decision-making framework and show how learning designers can use it as a call to action to protect the students they design for, strengthening their ethical design capacity.
Practitioner notes
What is already known about this topic- Existing codes of ethical standards from well-known learning design organizations call upon learning designers to protect students' privacy without clear guidance on how to do so.
- Design ethics within learning design is often discussed in abstract ways with principles that are difficult to apply.
- Most, if not all, design models that learning design professionals have learned are either silent on design ethics and/or do not consider ethics as a valid dimension, thus, making design ethics mostly excluded from learning design graduate programs.
- Practical means for engaging in ethical design practice are scarce in the field.
- A call for learning designers in higher education to maintain and protect students' privacy and well-being, strengthening their ethical design capacity.
- A demonstration of how to use a practical ethical decision-making framework as a designerly tool in designing for learning to maintain and protect students' privacy and well-being.
- Authentic examples—in the form of vignettes—of ethical dilemmas/issues that learning designers in higher education could face, focused on students' privacy.
- Methods—using a practical ethical decision-making framework—for learning design professionals in higher education, grounded in the philosophy of designers as the guarantors of designs, to be employed to detect situations where students' privacy and best interests are at risk.
- A demonstration of how learning designers could make stellar design decisions in service to the students they design for and not to the priorities of other design stakeholders.
- Higher education programs/institutions that prepare/employ learning designers ought to treat the topics of the designer's responsibility and design ethics more explicitly and practically as one of the means to maintain and protect students' privacy, in addition to law and policies.
- Learning designers in higher education ought to hold a powerful position in their professional practice to maintain and protect students' privacy and well-being, as an important aspect of their ethical design responsibilities.
- Learning designers in higher education ought to adopt a design thinking mindset in order to protect students' privacy by (1) challenging ideas and assumptions regarding technology integration in general and (2) detecting what is known in User Experience (UX) design as “dark patterns” in online course design.
839.