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81.
This paper explores Basil Bernstein's insights into education and social class, and in particular the relevance of his work for understanding the British middle class. Bernstein is one of the few sociologists of education to recognise and explore differences and tensions within the middle class. We begin by exploring some of the influences of Bernstein's theorisation of social class in general, and outline his main ideas on the relationship between the middle class and education in particular. We then examine the relevance of his work for research on education and middle-class differentiation through drawing on data from our 'Destined for Success' project. This project traced the educational biographies of 300 young men and women from the beginning of their promising educational secondary school career to their mid-twenties. We argue that the distinctive dispositions and orientations of the 'new' and 'old' middle class proposed by Bernstein are evident within parental preferences for types of school, processes of student engagement and, ultimately, differentiated middle-class identities. 相似文献
82.
In this article, the relationship between individual productivity in research, as measured by an index of publications produced, and their preferences and perceptions about research-related issues is explored. A sample of 134 Australian university economists were classified as low, average and high in respect of their publication performance using cluster analysis. Discriminant analysis was then used to see whether membership of these groups was associated with items representing individuals' preferred research approach, their involvement in a range of research-related activities, the things which they felt constrained their research and their perceptions of the benefits of their position which might be conducive to research.Our results show that there was a relationship between these items and group membership, and therefore productivity. Highly productive researchers made deliberate choices about the type of research they undertook in order to enhance their career advancement; they were heavily involved in a number of areas of research activity; they felt relatively few constraints on their research by comparison with low producers; and they enjoyed the freedom and challenge of their positions. These results imply that research performance is more a function of individual motivation than resource support.The authors would like to acknowledge the helpful comments of two anonymous referees. 相似文献
83.
Facilitating communication between education and health services: the provision for children with speech and language needs 总被引:1,自引:0,他引:1
James Law Geoff Lindsay Nick Peacey Marie Gascoigne Nina Soloff Julie Radford & Sue Band 《British Journal of Special Education》2001,28(3):133-137
In this article, James Law, Marie Gascoigne and Nina Soloff, of the Department of Language and Communication Science at City University, London; Geoff Lindsay and Sue Band, of the Institute of Education, University of Warwick; and Nick Peacey and Julie Radford, of the Institute of Education, University of London, explore provision for children with speech and language needs. The authors report the outcomes of Government-funded research into the provision of speech and language therapy services and identify 13 key themes which emerge from a review of these findings. They proceed to make a series of important and challenging recommendations, many of which focus on the need for enhanced collaboration at a range of levels. 相似文献
84.
Ian Isaacs 《Educational Studies in Mathematics》1987,18(2):177-190
Two Grade 10 classes in an urban Jamaican High School were taught over a period of one academic year in two problem solving styles: an Explicit Style derived from Charles, and an Implicit Style derived from Isaacs. At the end of the academic year there was no significant difference in their performance on a problem solving test, or on the Problem Solving Profile of the Caribbean Examinations Council's Basic Proficiency papers. The two classes performed much better than the population who sat the Basic papers on the tasks measuring Recall and Algorithmic Thinking but only moderately better than the population on tasks measuring Problem Solving.The teaching project described in this paper was supported in part by grants from the Research and Publications Fund Committee of the University of the West Indies (Mona), and the Wolmers Trust, Kingston. The author wishes to thank the Registrar and the Pro-Registrar of the Caribbean Examinations Council for permission to use the CXC papers and data in this study. A modified version of this paper was presented at the 63rd Annual Conference of the National Council of Teachers of Mathematics held in San Antonio, Texas in 1985. 相似文献
85.
Geoff Holloway 《Asia-Pacific Journal of Teacher Education》1994,22(2):189-205
The asymmetrical structure of educational attainment has been documented widely. The main unresolved problem in educational research now is to explain the process by which this occurs (i.e. the process of social reproduction). In this research, all students in government secondary colleges in Tasmania were asked to nominate teachers who had been ‘especially helpful or encouraging’. A teaching style questionnaire was issued subsequently to all teachers (n = 505) receiving two or more nominations. Also, the top 25 teachers were interviewed. The results show that the teacher/student relationship is critical in facilitating the ‘educational process’, that this relationship is based on the reciprocal expectations (norms) of students and teachers, and that ‘effective’ teachers use specific techniques in establishing their relationships with students. The research is based on an innovative technique of quantifying the qualitative aspects of these norms or ‘working models’. The results suggest that training effective teachers requires more attention to the nature of the relationship between teachers and students. An effective relationship with students can be achieved using a variety of ‘role destructuring’ techniques. 相似文献
86.
87.
Geoff Walsham 《The Information Society》2013,29(4):289-292
The purpose of this short article is to present a critique of Mowshowitz's vision of virtual organization (Mowshowitz, 1994). Some of the key assumptions, arguments, and conclusions of Mowshowitz's paper are discussed, and some alternative views on future organizations are briefly outlined. 相似文献
88.
David P. Carey Geoff Smith Daniel T. Smith John W. Shepherd Jan Skriver Leslie Ord 《Journal of sports sciences》2013,31(11):855-864
Most football players and coaches agree that players are capable of learning to use both feet with equal frequency and efficiency – that is, become 'two-footed'. There is also some consensus that two-footed play is associated with skill in individual players. If these assumptions are true, then the world's elite football players should be substantially less 'one-footed' than the rest of the population. To examine this issue, we quantified the pattern of foot use in a sample of 236 players from 16 teams in the 1998 World Cup (France '98). Our findings indicate that World Cup players are as right-footed as the general population (~79%). The remaining players were largely leftfooted and as biased towards the use of their preferred foot as their right-footed counterparts. Very few players used each foot with equal frequency. Remarkably, both left- and right-footed players were as skilled, on average, with their non-preferred foot as they were with their preferred foot, on the rare occasions when they used it. Therefore, it is unlikely that infrequent use of one foot compared to the other foot can be accounted for by skill differences between the feet. Players were most asymmetrical for set pieces; nevertheless, first touches, passes, dribbles and tackles were rarely performed with the non-preferred foot as well. Our results support a biological model of foot preference and performance, as well as demonstrating the usefulness of soccer for studies of lateral asymmetries. 相似文献
89.
Geoff Layer 《International Journal of Lifelong Education》2013,32(1):3-12
This action research project explored how women develop gender consciousness and use this knowledge to take ‘connected action’ to address gendered power relations in their life and work. 相似文献
90.
Phil Hodkinson Geoff Ford Heather Hodkinson Ruth Hawthorn 《Educational gerontology》2013,39(3):167-184
This article draws upon a major qualitative empirical research investigation in Great Britain to explore the relationships between retirement and learning. Though retirement is frequently viewed as an event leading to a life stage, our data show that it can perhaps be best understood as a lengthy process. This process begins well before actual retirement in most cases, and it continues well after any symbolic retirement event. Through this process of change, it is common for persons to be retired by one definition but not by another. The article shows that if we adopt recent understandings of learning as a process of becoming—incorporating informal as well as formal learning—then retirement is a process and learning is an inevitable, integral part of that process. We conclude by suggesting some implications that follow from understanding retirement in this way. 相似文献