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61.
Confucianism has been identified as the major cultural factor that explains the economic success of the Asian Five Dragons. This paper explores the impact of Confucianism on the organizational communication in these nations, based on the four key principles of Confucian teachings: the hierarchical relationship, the family system, Jen, and the emphasis on education. This study further discusses the influence of these four principles of Confucianism on management behaviors and communication in the organization. Implications of Confucianism influence on organizational communication are also explained. 相似文献
62.
Shirley Jensen 《Roeper Review》2013,35(4):25-27
Many of the basic principles of future studies are closely related to the objectives and approaches of gifted education. Including future studies as an integral part of a gifted education curriculum would give added meaning to these programs. 相似文献
63.
Using a unique and very rich PISA dataset from Denmark, we show that the immigrant concentration in the school influences reading and math skills for both immigrant children and native children. Overall, children in schools with a high immigrant concentration score lower on reading and math test scores. The negative effects associated with attending a school with a high immigrant concentration are fairly robust across estimation methods. IV estimates, taking into consideration that parental sorting across neighborhoods might bias the OLS estimates, indicate that immigrant concentration in schools is still important in determining children's math test scores. The estimates are less precise regarding the effect of immigrant concentration on reading test scores. The immigrant concentration in the school has a stronger effect for native children than for immigrant children, but the differences are more pronounced for the math test. 相似文献
64.
Perspectives on using video recordings in conversation analytical studies on learning in interaction
Fredrik Rusk Michaela Pörn Fritjof Sahlström Anna Slotte-Lüttge 《International Journal of Research & Method in Education》2015,38(1):39-55
Video is currently used in many studies to document the interaction in conversation analytical (CA) studies on learning. The discussion on the method used in these studies has primarily focused on the analysis or the data construction, whereas the relation between data construction and analysis is rarely brought to attention. The aim of this article is to discuss different approaches to data construction that CA studies in and on learning utilize, and how these approaches facilitate different analysis and understandings of learning and cognition from emic, participants', points of view. Three, partly overlapping, thematic approaches can be discerned: (1) setting-centred, (2) participant-centred and (3) content-centred. The underlying interest of the study seems to influence the data construction, which in turn affects what kind of analysis that can be done. There is a considerable variation in which aspects data sets focus on, where an emphasis in data construction on setting, participant or content also seems to project the subsequent analytic emphasis. This relation between data construction and analysis is important to be aware of and to address. 相似文献
65.
Christopher A. Sanchez Jennifer Wiley Timothy K. Miura Gregory J.H. Colflesh Travis R. Ricks Melinda S. Jensen Andrew R.A. Conway 《Learning and individual differences》2010,20(5):488-493
The present studies directly test the usefulness of two English-language working memory capacity (WMC) assessments with two samples of students whose native language was not English. Participants completed two widely used complex span tasks, Reading Span (RSpan) and Operation Span (OSpan), in English. To determine whether the well-established relationship between WMC and Raven's Advanced Progressive Matrices (RAPM) would be observed when span tasks were not given in the native language of the participant, span scores were regressed against performance on the RAPM. Results indicated that while OSpan was a reliable and valid predictor of RAPM in non-native-English speakers, RSpan administered in English was not. 相似文献
66.
Fredrik Sandberg 《Vocations and Learning》2010,3(2):99-115
This article critically appraises a process of recognising prior learning (RPL) using analytical tools from Habermas’ theory
of communicative action. The RPL process is part of an in-service training program for health care assistants where the goal
is to become a licensed practical nurse. Data about the RPL process were collected using interviews and observations. Through
appraising RPL as a social practice, it is held that the process progresses through a ‘caring ideology’. The caring ideology
is the foundation that makes it possible to build up health care assistants’ trust in teachers’ authority. In this process,
the teachers, by means of strategic actions, become the possessors of (the validity claim) truth. From this starting point,
the assistants’ prior experiences are strategically acknowledged in two ways: by affective comments ‘recognising’ their identity/personality
and by generating a grade in the courses for which their prior learning is being accredited. The findings show that the lifeworld
of these workers is assimilated and colonised through the RPL process and important issues such as power, gender and class
are not accounted for. These matters should not be left out in research on caring practices performed by women from low socio-economic
groups. These issues must be included if RPL processes are not merely assumed to systematically and uncritically reproduce
an existing normative discourse. Based on the RPL practice analysed here, it is proposed that a more reflexive, emancipatory
and communicative RPL process could play a central role in the development and enlightenment of health care assistants. 相似文献
67.
The objective of this paper is to balance two major conceptual tendencies in science policy studies, continuity and discontinuity
theory. While the latter argue for fundamental and distinct changes in science policy in the late 20th century, continuity
theorists show how changes do occur but not as abrupt and fundamental as discontinuity theorists suggests. As a point of departure,
we will elaborate a typology of scientific governance developed by Hagendijk and Irwin (2006) and apply it to new empirical material. This makes possible a contextualization of the governance of science related to
the codification of the “third assignment” of the Swedish higher education law of 1977. The law defined the relation between
university science and Swedish citizens as a dissemination project, and did so despite that several earlier initiatives actually
went well beyond such a narrow conceptualisation. Our material reveals continuous interactive and rival arrangements linking
the state, public authorities, the universities and private industrial enterprises. We show how different but coexisting modes
of governance of science existed in Sweden during the 20th century, in clear contrast with the picture promoted by discontinuity
theorists. A close study of the historical development suggests that there were several periods of layered governance when
interactions and dynamics associated with continuity as well as discontinuity theories were prevalent. In addition, we conclude
that the typology of governance applied in the present paper is fruitful for carrying out historical analyses of the kind
embarked upon in spite of certain methodological shortcomings. 相似文献
68.
69.
Fredrik Jensen Jørgen Sjaastad 《International Journal of Science and Mathematics Education》2013,11(6):1437-1461
Considerable resources are spent on initiatives aiming to increase achievement and participation in science, technology, engineering, and mathematics (STEM). Drawing on focus group interviews and a questionnaire study with participants in ENT3R, a Norwegian out-of-school mathematics program, we investigated why participants attended and stayed in this program and assessed how it influenced participants’ STEM motivation. The authors identified 3 aspects of ENT3R highlighted by the participants: The instructors provided good teaching, the instructors created a positive atmosphere, and the instructors engaged in interpersonal relationships. Moreover, drawing on the expectancy-value model, the authors found that ENT3R appeared to influence 5 factors in the model that are important for STEM motivation: expectation of success, interest–enjoyment value, attainment value, utility value, and cost. This study points to the importance of carefully recruited and trained instructors and of flexible, responsively designed extracurricular programs. 相似文献
70.
This study assessed students' learning of evolution by natural selection within four different sections of an introductory biology course. Each section used a different combination of curricular materials (either traditional or historically rich materials) and instruction (either paired problem solving or traditional lecture). Students in the study completed pre- and postintervention evolution tests. Students' responses were analyzed to create variables for both correct and alternative conceptions of evolution. Pretest and posttest data were used to create difference scores that were compared both within and between teaching sections. Pre-to-post gains were expected in the correct (Darwinian Conception) scores, while pre-to-post losses were expected in the Alternative Conception scores. Also, students in the experimental sections were expected to perform better than those in the traditional sections. Pretest-to-posttest differences within each section showed gains in correct conceptions but few reductions in alternative conceptions. Comparisons between sections support the use of the paired problem-solving instructional strategy in conjunction with the historically rich curriculum. © 1996 John Wiley & Sons, Inc. 相似文献