全文获取类型
收费全文 | 388篇 |
免费 | 6篇 |
专业分类
教育 | 329篇 |
科学研究 | 6篇 |
各国文化 | 4篇 |
体育 | 10篇 |
文化理论 | 2篇 |
信息传播 | 43篇 |
出版年
2023年 | 2篇 |
2022年 | 6篇 |
2021年 | 5篇 |
2020年 | 8篇 |
2019年 | 20篇 |
2018年 | 18篇 |
2017年 | 32篇 |
2016年 | 15篇 |
2015年 | 16篇 |
2014年 | 19篇 |
2013年 | 90篇 |
2012年 | 9篇 |
2011年 | 8篇 |
2010年 | 7篇 |
2009年 | 10篇 |
2008年 | 9篇 |
2007年 | 12篇 |
2006年 | 9篇 |
2005年 | 11篇 |
2004年 | 4篇 |
2003年 | 9篇 |
2002年 | 7篇 |
2001年 | 6篇 |
2000年 | 9篇 |
1999年 | 6篇 |
1998年 | 4篇 |
1997年 | 4篇 |
1996年 | 5篇 |
1995年 | 4篇 |
1994年 | 2篇 |
1993年 | 4篇 |
1992年 | 4篇 |
1991年 | 3篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 2篇 |
1984年 | 2篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1976年 | 1篇 |
排序方式: 共有394条查询结果,搜索用时 15 毫秒
41.
Denise Leite Cláudia S. Sarrico Cecília Loréa Leite Marlis Polidori 《Assessment & Evaluation in Higher Education》2006,31(6):625-638
There are many studies about the experiences of higher education students, but few analyse their representations of the governance and the management of their institutions. Our study will describe, analyse and compare students' representations of institutional evaluation at three institutions in Portugal and Brazil. Our results, based on an open questionnaire which sought to collect students' views on institutional evaluation, show that students' views are neither homogeneous nor do they simply reproduce the dominant external perspectives on the subject. A significant amount of students thought that evaluation is a legitimate exercise, resulting from a political decision, which is useful to improve the quality of universities and the relationship between students and academic staff. Some students also recognize that evaluation will lead to institutional comparisons, functioning as a mechanism of control, regulation, monitoring, and possibly of standardization. It is also noted to be ‘an impossibility’, since it can never comprehend the existing diversity of institutional performance. 相似文献
42.
Anna Wilson Susan Howitt Denise Higgins 《Assessment & Evaluation in Higher Education》2016,41(6):901-916
We suggest that academics involved in the provision of research experiences to undergraduate science students may benefit by reconceptualising these experiences as work-based learning. In particular, drawing on the widespread use of reflective practice in work-based learning allows for a more effective focus on process-related learning. We describe an empirical study involving the implementation of reflective blogs in which science students responded to prompt questions designed to focus their attention on how their project was progressing, the process of research and their own learning. The blogs reveal examples of students engaging in independent thinking, creative thinking and developing a sense of themselves as scientists, all qualities valued by supervisors. They also show how these combine as ‘wicked competences’ that allow students to address the complex problems and uncertainties of research. We identify characteristic patterns of reflection that indicate the exercise of such competences and suggest that these could be used as explicit evidence by academics making judgements for assessment purposes. 相似文献
43.
44.
Correlates of Attachment at School Age: Maternal Reported Stress, Mother-Child Interaction, and Behavior Problems 总被引:1,自引:0,他引:1
Ellen Moss Denise Rousseau Sophie Parent Diane St-Laurent Julie Saintonge 《Child development》1998,69(5):1390-1405
The contribution of attachment, maternal reported stress, and mother-child interaction to the prediction of teacher-reported behavior problems was examined for a French-Canadian sample of 121 school-age children. Attachment classifications were assigned on the basis of reunion behavior with mother when the children were between 5 and 7 years of age. Maternal reported stress and mother-child interaction patterns were assessed concurrent to the attachment measure, whereas behavior problems were evaluated both at ages 5 to 7 and 7 to 9 years. Security of attachment significantly predicted the likelihood of school-age behavior problems: Controlling/other children were most at risk for both externalizing and internalizing problems across both age periods. Younger ambivalent children presented clinical cut-off levels of externalizing problems, and older avoidant boys had higher internalizing scores. Patterns of maternal-reported stress and mother-child interaction differed across attachment groups and contributed to prediction of school-age behavior problems, partially mediating the relation between attachment and adaptation. Results support the importance of attachment in explaining school-age adaptation and validity of attachment coding for children of this age. 相似文献
45.
There is increasing emphasis in higher education on preparing students for the workplace and recognising the learning that occurs in the workplace. Workplace learning has been exemplified in aspects of traditional courses by work experience, practicum, sandwich courses and practice‐based courses. Recently, however, academic attention has focused on the development of subjects and degree programs that are entirely workplace‐based. Such programs are negotiated with organisations to meet their own learning needs and promote the learning of individual company employees in the performance of their everyday work. Workplace‐based courses have developed in response to employer demand, restricted government funding for higher education and the need for universities to appeal to new markets. These factors have created a context of considerable tension between traditional academic practice and beliefs, and those that accompany this new approach. These tensions present challenges for universities as they attempt to respond in ways that maintain rigour and integrity while meeting the demands created by contemporary economic, political and social pressures. 相似文献
46.
Mary M. Meares John G. Oetzel Annette Torres Denise Derkacs Tamar Ginossar 《Journal of Applied Communication Research》2004,32(1):4-27
This study examines mistreatment through the perspectives of employees with different cultural backgrounds and positions in order to understand the ways in which some voices are muted and others are privileged. Mistreatment is interactional, distributive, procedural, or systemic abuse of employees taking place at both interpersonal and institutional levels on the basis of cultural diversity. Narrative analysis of semi-structured interviews with employees of a large research and development organization revealed three types of muted narratives used to respond to mistreatment (muted-but-engaged, angrily disengaged, and resigned) as well as one type of privileged response. The narratives provided evidence of two processes by which voices became muted: repeated silencing over time and silencing through ambiguity of policies. 相似文献
47.
Gill Needham Jane Holdsworth Denise Miles 《Health information and libraries journal》1991,8(3):170-171
相似文献
48.
The early days of non-confessional, multi-faith religious education in Britain benefitted from close collaboration between academics in universities, teacher educators and teachers. This article attempts to initiate a revival of such a dialogue, by summarizing some developments in religious studies at university level and suggesting possible implications for religious education in schools. After a brief retrospective of phenomenological and ethnographic approaches in religious studies and religious education, it examines feminist, queer and postcolonial theory as well as the changing religious landscape in contemporary Britain and the wider world. Themes emerging from this analysis prompt the following proposals: to take an anti-essentialist approach to ‘religion’ and ‘religions’; to stress diversity within and between traditions; to recognise complexity and change in religion and society; to acknowledge both local and global contexts; to focus on real people and seldom-heard voices; and to criticize dominant discourses, whether as patriarchal, heteronormative or colonialist. 相似文献
49.
Austin Denise A. Pegram Nigel Hodson Courtney Hepplewhite Glenda Nelson Belinda 《Tertiary Education and Management》2021,27(3):281-296
Tertiary Education and Management - The marked increase in transnational higher education third party arrangements in recent years represents globalizing forms of education. Third party... 相似文献
50.