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71.
Conflicts all over the world result in people living in diaspora, usually maintaining strong ties with their countries of origin. As many of them are well educated and dedicated to their country, expectations of the role they can play in the development of their home country are high. This article reflects on the contribution of the South Sudanese diaspora to the reconstruction of the education system, which was badly affected by over 40 years of civil war. Theories of capacity development, human capabilities and transnationalism are used to build a framework to analyse micro-development projects in the education sector initiated by the South Sudanese diaspora. Case studies and in-depth interviews led to the identification of opportunities and challenges as experienced in these projects. The conclusion points to the need to rethink partnerships in the reconstruction of the education sector in South Sudan. 相似文献
72.
Florence Hsu 《中外文化交流(英文版)》2011,(6):23-25
<正>The Silk Road has always remained an exotic region for the people from around the worldThanks to its geographic location,the Silk Road provided perfect oppor... 相似文献
73.
Marco A. Muñoz Florence Chang Steven M. Ross 《Journal of Education for Students Placed at Risk》2013,18(3):186-200
This quantitative study evaluated the effects of Supplemental Educational Services (SES), a federally mandated component of No Child Left Behind, on student achievement in reading and mathematics. SES provides free tutoring outside school to disadvantaged students who attend Title I schools that are in their third year of failing to achieve adequate yearly progress on state assessments. Data from the fifth year of SES implementation in a large urban school were analyzed to determine if the mostly small and not statistically significant effects obtained in prior years were stronger as the tutoring services acquired additional refinement and maturity. A matched treatment-control group design was employed, in which students who received SES tutoring in reading, mathematics, or both were matched to similar schoolmates who were eligible for SES services but did not participate. Results showed consistently positive but small, not statistically significant, effect sizes for the outcome measures. Student achievement results and their implication for policy and practice are discussed. 相似文献
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Florence May Warner 《Quarterly Journal of Speech》2013,99(1):102-108
HERMENEUTICS: INTERPRETATION THEORY IN SCHLEIERMACHER, DILTHEY, HEIDEGGER, AND GADAMER. By Richard E. Palmer. (Northwestern University Studies in Phenomenology &; Existential Philosophy). Evanston: Northwestern University Press, 1969; pp. xviii+283. $9.00. VALIDITY IN INTERPRETATION. By E. D. Hirsch, Jr. New Haven and London: Yale University Press, 1967; pp. xii+287. $6.50. 相似文献
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Carys Evans CJ O’Connor Thomas Graves Florence Kemp Alex Kennedy Phoebe Allen 《Changing English: An International Journal of English Teaching》2020,27(3):244-254
ABSTRACT In response to the Covid-19 pandemic, on 18 March 2020, Prime Minister Boris Johnson announced the immediate closure of schools in England. (The closure was not absolute: schools would remain open for vulnerable children and the children of key workers. In practice, though, very few children have continued to attend.) In what follows, nine English teachers reflect on their experience of teaching under lockdown. 相似文献
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Florence Barnard 《The Educational forum》2013,77(4):391-396
The Lord has declared to the Hindus, in the incarnation of Krishna, “I am in every religion, as the thread through a string of pearls.” 相似文献
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