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101.
This paper contributes to research on affirmative action by examining issues of equity in the context of racial quotas in Brazil. We study the experience of the University of Brasilia, which established racial quotas in 2004 reserving 20% of available admissions slots for students who self-identified as black. Based on university admissions data and a student survey conducted by the authors, we find evidence that race, socioeconomic status, and gender were considerable barriers to college attendance and achievement. For example, first-difference regressions involving pairs of siblings indicate that black identity and gender had a negative effect on entrance exam scores. Moreover, we compare displaced and displacing applicants and find that racial quotas helped promote equity to some extent. Nevertheless, the scale and scope of redistribution were highly limited, and the vast majority of Brazilians had little chance of attending college, suggesting that more still needs to be done. 相似文献
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103.
Gender distinction has been shown to characterise both undergraduate experiences and outcomes. Yet research recounted in this article supports work that shows that young people are often unaware of such trends, subscribing instead to individualist perspectives that foreground equality of opportunity and agency. This article examines the gender continuities and divergences in 64 undergraduate students' accounts of their experiences, and constructions of peers and lecturers, in higher education. Concepts of heteroglossia and monoglossia are applied to gender to explain how students submerged ‘structure’ and inequality in their accounts, but how discourses that presented the genders as distinct (and in which the masculine is elevated over the feminine) nevertheless ‘bubbled up’ in their articulations. The students tended to reject the notion that gender and other structural differences impact their experiences and outcomes; yet their broader discussions frequently reflected (often stereotypical) monoglossic constructions of gender difference. The article concludes with a discussion of the implications of these findings for the sociology of education and for higher-education pedagogy. 相似文献
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105.
Terry Galanoy Gene Kievan John Gambling Mary Francis Rhymer Charles E. Lowman 《Communication Booknotes Quarterly》2013,44(5):7-8
TVPE (1826 Spaight St., Madison, Wisconsin 53704; to begin publication on a monthly basis in February 1973 at $6.00 per year) Television Quarterly Terry Galanoy's Tonight! (New York: Doubleday, 1972 -- $7.95) Gene Kievan, Turn That Damned Thing Off: An Irreverent look at TV's Impact on the American Scene (Indianapolis: Bobbs- Merrill, 1972 -- $6.95) John Gambling's Rambling with Gambling (Englewood Cliffs, N.J.: Prentice-Hall, 1972 -- $6.95) Mary Francis Rhymer (ed.) The Small House Halfway Up in the Next Block: Paul Rhymer's Vic and Sade (New York: McGraw-Hill, 1972 -- 9.50) Charles E. Lowman's Magnetic Recording (New York: McGraw-Hill, 1972 -- $14.50) 相似文献
106.
Francis Balle L. Solal P. Solal J.C. Gatineau Blaise Lempen Florian H. Fleck 《Communication Booknotes Quarterly》2013,44(10):106-110
TELECOMMUNICATIONS REGULATORY MONITOR by David A. Irwin (Bethesda, Md.: Phillips Publishing, 1984—$297.00 for loose -leaf binder and contents, plus one year's quarterly updates) COMMUNICATIONS FLOWS: A CENSUS IN THE UNITED STATES AND JAPAN by Ithiel de Sola Pool, et al. (Amsterdam: North-Holland/Tokyo: Tokyo University Press, 1984—$39.00) 相似文献
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Dermot Francis Donnelly Oliver McGarr John O'Reilly 《International Journal of Science Education》2013,35(12):2029-2054
Interest in inquiry-based science education (IBSE) often pays little heed to the complex power relations that exist within classrooms. A common obstacle to inquiry is that it strongly diverges from current classroom culture and hence, is outside the sphere of teachers' and students' experiences. Teachers and students bring expectations to the classroom that are entrenched in traditional practices and influenced by dynamics of power that exist within all teacher–student relationships. This study, which emerged during a wider study of the use of a Virtual Chemistry Lab in supporting IBSE, explores how classroom discourse constructs and maintains power relations that either stifle or facilitate inquiry-based approaches in two science lessons. Research methods included teacher interviews, student focus groups, video-recorded lessons, and student self-assessments. Findings indicate distinctive features of power inside the classroom that impact on inquiry-based instruction, such as predominant teacher monitoring on task completion over task understanding, lack of student engagement in ownership of scientific ideas, and prevailing norms of what effective teacher questioning is. We discuss implications for IBSE change efforts, highlighting that well-established power relations currently represent an important limiting factor in the capacity of teachers' IBSE implementation. 相似文献
109.
Francis Dwyer 《Educational Media International》2013,50(4):248-257
Abstracts English: This paper focuses on and discusses the several levels of questions that need to be considered before planning and implementing a distance education programme. It also discusses systems procedures to be followed in developing pilot lessons (modules) prior to ‘rapid prototyping’. It concludes by providing a generic research plan for ensuring the development of sustained quality oriented learning materials. 相似文献
110.
Learner diversity is the focus of this paper. Parallels are drawn among attenlpts to integrate children with disabilities (who have unique motor needs), less skilled learners, and/or disinterested learners. Paul and Ward (1996) propose that debates over inclusion are paradigmatic in that ethical inclusion paradigm proponents (all children should be included) are at odds with comparative inclusion studies (determining whether or not inclusion really works). Application of Paul and Ward's idea about paradigm conflict and other special education perspectives are discussed to draw attention to low skilled and/or disinterested learners as well as to children with disabilities so that the needs of all children are uniformly addressed. When conducting research about learners without disabilities that are currently not fitting into physical education classes, paradigm dilemmas must be avoided. Future studies in physical education should focus on how diverse learners can be accommodated more than on how diverse learners affect other children. Further, physical educators may be better able to serve the needs of all students through coltural/social minority models (Paul, 1998; Sherrill. 1998) and infusion-based curricula (Rizzo, Broadhead, & Kowalski, 1997). 相似文献