全文获取类型
收费全文 | 533篇 |
免费 | 9篇 |
专业分类
教育 | 425篇 |
科学研究 | 12篇 |
各国文化 | 8篇 |
体育 | 21篇 |
信息传播 | 76篇 |
出版年
2023年 | 4篇 |
2022年 | 2篇 |
2020年 | 11篇 |
2019年 | 12篇 |
2018年 | 15篇 |
2017年 | 27篇 |
2016年 | 28篇 |
2015年 | 10篇 |
2014年 | 21篇 |
2013年 | 142篇 |
2012年 | 13篇 |
2011年 | 11篇 |
2010年 | 18篇 |
2009年 | 19篇 |
2008年 | 13篇 |
2007年 | 18篇 |
2006年 | 20篇 |
2005年 | 14篇 |
2004年 | 9篇 |
2003年 | 7篇 |
2002年 | 10篇 |
2001年 | 9篇 |
2000年 | 4篇 |
1999年 | 8篇 |
1998年 | 10篇 |
1997年 | 4篇 |
1996年 | 8篇 |
1995年 | 7篇 |
1994年 | 7篇 |
1993年 | 6篇 |
1992年 | 7篇 |
1991年 | 5篇 |
1990年 | 2篇 |
1989年 | 3篇 |
1988年 | 1篇 |
1987年 | 5篇 |
1986年 | 3篇 |
1985年 | 3篇 |
1984年 | 1篇 |
1983年 | 4篇 |
1982年 | 6篇 |
1981年 | 3篇 |
1980年 | 4篇 |
1979年 | 4篇 |
1978年 | 1篇 |
1976年 | 1篇 |
1974年 | 2篇 |
排序方式: 共有542条查询结果,搜索用时 16 毫秒
21.
22.
23.
24.
Donna Couzens Shiralee Poed Mika Kataoka Alicia Brandon Judy Hartley Deb Keen 《International Journal of Disability, Development & Education》2015,62(1):24-41
More students with disabilities are accessing the tertiary sector with many disabilities not easily observed (or hidden), because there are no physical indicators. These “hidden” disabilities affect a variety of cognitive processes and may be developmental or acquired. To ensure students with hidden disabilities can enrol, engage in and benefit from tertiary education, universities generally provide a range of supports. Typically these supports and any reasonable adjustments are negotiated with students taking into account a number of factors including, where available, any supporting documentation that they might be able to provide. This case study reports efforts within one large Australian university to support higher education students with hidden disabilities on campus. Perceptions on the use of and barriers to support available were collected from seven undergraduate students who self-identified as having hidden disabilities and from eight support staff. Results indicated that students found their informal networks to be their most effective supports, closely followed by clear, caring and flexible lecturers and tutors. There were mixed positive and negative perceptions reported on the universal and disability-specific supports available. Implications and future research directions are discussed. 相似文献
25.
26.
27.
28.
Donna Tangen Deborah Henderson Jennifer Alford Erika Hepple Amyzar Alwi Zaira Abu Hassan Shaari 《Asia-Pacific Journal of Teacher Education》2017,45(1):23-38
This article explores the shaping of Australian and Malaysian pre-service teachers’ possible selves in a short-term mobility programme. With the theory of possible selves, individuals imagine who they will become based on their past and current selves. The focus of the research was on pre-service teachers’ possible selves as global and culturally responsive teachers. The experiential learning through participation in the programme allowed participants to consider their future possible selves as teachers with a deeper understanding of diverse learners’ needs and how they might strive to address these needs in their own classrooms. The scaffolding of reflections in the programme encouraged the pre-service teachers to take on multiple perspectives, to step outside their comfort zones and in many ways to see the world from different eyes. The research found that through experiential learning in the short-term mobility programme both the Australian and Malaysian pre-service teachers gained in positioning their cultural selves currently and as future teachers, suggesting that there is merit in utilising the theory of possible selves in future research in the area of shaping teacher identity. 相似文献
29.
Janice W. Y. Wong Melissa O’Donnell Donna Bayliss Janet Fletcher Rebecca Glauert 《Educational Research for Policy and Practice》2017,16(2):109-127
Policies aiming to improve educational outcomes are typically based on academic testing data. However, such data only reflect the performance of students who completed the tests. It is possible that students who were absent have shared characteristics. The proportion of students absent out of all eligible school students and whether they have shared characteristics has not been investigated, as this is only possible through the use of linked administrative data. Participants were born in Western Australia in 1994 and 1995, and their birth records were linked to participation status in the Year 9 academic tests to determine the proportion of students who were absent. Logistic regression was conducted to investigate characteristics which predicted absence on test day. A proportion of non-Aboriginal (3.2 %) and Aboriginal students (21.9 %) were absent on test day. Risk factors which predicted the absence included contact with Child Protection and Family Services, history of maternal mental health problems, and fathers aged below 20 years at the time of their child’s birth. A significant proportion of students was absent and therefore not represented in academic achievement information. These students were more likely to have experienced adverse events and therefore are not randomly absent. As these data are typically used to inform policies which aim to improve educational outcomes, they may lack the necessary information to adequately address the complex needs of students who are absent on test day. However, findings suggest that service providers, as well as schools may play an important role in encouraging participation in school. 相似文献
30.
Donna Cross Helen Monks Marg Hall Thérèse Shaw Yolanda Pintabona Erin Erceg Greg Hamilton Clare Roberts Stacey Waters Leanne Lester 《British Educational Research Journal》2011,37(1):105-129
A group randomized controlled trial tested the efficacy of the Friendly Schools program to reduce student bullying behaviour. This socio‐ecological intervention targeted the whole school, classroom, family, and individual students to reduce bullying behaviour. Self‐report data were collected in 29 schools over three years from a cohort of 1968 eight to nine‐year‐olds. Surveys measured frequency of being bullied, bullying others, telling if bullied and observing bullying. Results indicate that intervention students were significantly less likely to observe bullying at 12, 24 and 36 months and be bullied after 12 and 36 months, and significantly more likely to tell if bullied after 12 months than comparison students. No differences were found for self‐reported perpetration of bullying. The findings suggest whole‐of‐school programs that engage students in their different social contexts appear to reduce their experiences of being bullied and increase their likelihood of telling someone if they are bullied. 相似文献