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91.
We study Spanish savings banks from the point of view of their efficiency, transparency in the disclosure of financial information through the net, and the provision of electronic banking services. Performance indicators are developed using data envelopment analysis and the tools of multivariate statistical analysis. The choice of indicators is framed within the theory of intangible assets. An attempt is made rank savings banks according to their level of achievement in each indicator. Savings banks are shown to be classified into four groups according to the level of achievement in the indicators of transparency and e-service. The relationship between efficiency and profitability is also discussed. 相似文献
92.
93.
Casey A. Barrio Minton Delini M. Fernando Dee C. Ray 《Counselor Education & Supervision》2008,48(2):133-143
Although counselor educators may be called on to justify publication venues, authorship order, and types of articles for purposes of promotion and tenure, there are few sources of data regarding norms for publication in counselor education. The current study examined peer‐reviewed publication venues, article types, and authorship order of 317 faculty members who were employed by 49 doctoral programs in counselor education accredited by the Council for Accreditation of Counseling and Related Educational Programs. The study reviewed 1,547 articles published between January 1997 and December 2006. Results are presented, and implications for counselor education are discussed. 相似文献
94.
Adalberto Aguirre Jr. Ruben Martinez Anthony Hernandez 《Research in higher education》1993,34(3):371-385
This paper examines majority (white) and minority faculty perceptions in academe. It focuses on two general areas of institutional activity: employment and workplace issues, and minority affairs. The data examined in this paper are from a study of faculty at the University of Colorado (CU) system. The faculty sample in this study consisted of 73 minority faculty and 122 majority faculty. The findings reported in this paper show that minority faculty are dissatisfied with certain contexts within the post-secondary education institution, and minority faculty feel excluded from others. Discussion in this paper examines the interaction of status (majority vs. minority) and gender with perceptions of the postsecondary education institution. 相似文献
95.
Fernando de Oliveira Santini Wagner Junior Ladeira Claudio Hoffmann Sampaio Gustavo da Silva Costa 《Journal of Marketing for HIGHER EDUCATION》2017,27(1):1-18
This paper discusses the results of a meta-analysis performed to identify key antecedent and consequent constructs of satisfaction in higher education. We offer an integrated model to achieve a better understanding of satisfaction in the context of higher education. To accomplish this objective, we identified 83 studies that were valid and relevant to the research objective of the current study, generating a total of 469 observations. We identified studies published from 1986 to 2016 and analyzed six antecedent dimensions (perceived value of educational services, resources provided to the student, service quality perception, marketing orientation, identity of the higher education institution, university environment) and one consequent dimension related to satisfaction. The 7 dimensions exhibited a total of 51 relationships. We believe that the originality of the findings clearly contributes to future academic research in higher education. 相似文献
96.
Miguel Portela Nelson Areal Carla Sá Fernando Alexandre João Cerejeira Ana Carvalho Artur Rodrigues 《Higher Education》2008,56(2):185-203
This paper characterizes and evaluates the student allocation in the Portuguese public higher education system. It describes
the supply and demand sides of the system by looking at the numerus clausus across areas of study and institutions, institutions’ degree of diversity, and performance and adjustment indicators based
on students’ revealed preferences. Performance indicators quantify the adequacy between demand and supply, across institutions
and fields of study, and gauge the performance of public higher education institutions in the competition for candidates.
Adjustment indicators allow us to predict the potential impact of changes in higher education regulations on student allocation
and its stability. According to these indicators, such changes could result in an expansion for some institutions and fields
of study, whereas other institutions might face a reduction.
相似文献
Carla SáEmail: |
97.
Research in the area of learning strategies and styles of university students has led to many studies as well as to the development of many research tools for measuring learning, but without the necessary interrelationships among the tools or within the research. The aim of this study has been to examine the interdependence among the best-known tools coming from different theoretical bases. A sample of 991 university students in their first and last years, from ten different disciplines, completed four tests: ILP, LASSI, ASI and LSQ. The scales of each test, taken as the unit of analysis, were submitted to a factor analysis by the principal-components and the principal-factors methods. The latter method revealed an overarching structure composed of the following four factors: Traditional Study Methods; Deep Processing; Elaborative Processing; and General Learning Styles. These relationships confirmed the existence of three dimensions, or paths involved in learning, with clear motivational and approach elements, and also showed a separation between Deep Processing and the Deep Approach. Finally, we carried out principal-factor analyses of ASI and LASSI, obtaining two factors for each inventory.
Résumé La recherche dans le domaine de stratégies et des styles d'apprentissage chez les étudiants universitaires à abouti à de nombreuses études et a developpé divers instruments de mesures d'apprentissage, mais san ce rapport indispensable entre études et entre instruments. Le but de cette recherche a été d'examiner l'interdepéndence entre les instruments les plus connus provenants de différentes théories.Un echantillonage de 991 étudiants universitaires de première annèe, de dix disciplines différentes ont repondu à 4 tests: ILP, LASSI, ASI et LSQ. Les échelles de chaque test, prises comme unité d'analyse ont été soumises à une analyse factorielle d'après les méthodes de composantes principales et de facteurs principaux. Celle-ci revèle una structure commune composée des 4 facteurs suivants: Méthodes d'étude traditionelles, Traitement profond, Traitement élaboratif et Styles génériques d'apprentissage. Les rapports entre aux confirment l'existence de trois dimensions, impliquées dans l'apprentissage, avec des élèments de motivations et d'approches; et ils montrent aussi une séparation entre le Traitement profond et l'Approche profonde. Finalement, nous avons réalisé une analyse factorielle d'après le méthode de facteurs principaux pour les tests ASI et LASSI, obtenant deux facteurs pour chacun des ces tests.相似文献
98.
Modeling context through domain ontologies 总被引:1,自引:0,他引:1
Nathalie Hernandez Josiane Mothe Claude Chrisment Daniel Egret 《Information Retrieval》2007,10(2):143-172
Traditional information retrieval systems aim at satisfying most users for most of their searches, leaving aside the context
in which the search takes place. We propose to model two main aspects of context: The themes of the user's information need
and the specific data the user is looking for to achieve the task that has motivated his search. Both aspects are modeled
by means of ontologies. Documents are semantically indexed according to the context representation and the user accesses information
by browsing the ontologies. The model has been applied to a case study that has shown the added value of such a semantic representation
of context.
相似文献
Daniel EgretEmail: |
99.
Donald R. Baum Jimmy E. Hernandez Ariah Orchard 《Early Years: An International Journal of Research and Development》2019,39(3):260-275
This study considers the extent to which access to basic education and student learning outcomes have become more equalized or more disparate in Tanzania following the implementation of the international Education for All (EFA) initiative, and whether early childhood education access and performance follow similar patterns. To answer these questions, we apply a mixed-methods research design, which includes a longitudinal analysis of changes in educational opportunity and a critical discourse analysis (CDA) of key education policy documents in Tanzania. Findings from our quantitative analysis suggest that social inequality is persistent across time and consistent across access and learning outcomes at the early childhood and basic education levels. The implication is that, to date, the EFA agenda has only served to reproduce social inequalities in Tanzania, with the exception of increased opportunity for girls. These results align with CDA findings assessing the global and national policy discourse, which find educational inequalities to be prioritized in language but not adequately in final targets and strategies. Given the resiliency of such education inequalities, it would appear that policy capable of removing social barriers to educational opportunity requires more attention to specific at-risk student populations. 相似文献
100.
Current discussions about education suggest that a transformative pedagogy that goes beyond the acquisition of knowledge and skills is needed. However, there is no agreement as to the inputs needed for a correct development of the educational model. In this sense, we can identify the presence of two different approaches to human and social capital which embody distinct educational worldviews. On the one hand, the ‘Marketable Human Capital’ or ‘Personal Culture’ approach, and on the other hand, the ‘Non-Marketable Human Capital’ or ‘Civic Culture’ approach. The first, which is linked to mainstream economic theory, sees education as any stock of knowledge that contributes to an improvement in the productivity of the worker and individual well-being. The second, which is rooted in the Mediterranean tradition of political thought, highlights the role of civic virtues, reciprocity, and public action within the educational process and its influence on public happiness. In this article, we analyse these connections in order to introduce the eighteenth-century Mediterranean tradition of economic thought into discussions about human and social capital theories and the role of education in them. Focusing on education through these prisms, national and international agendas must be reoriented towards the integral development of people to include broader global debates. 相似文献