全文获取类型
收费全文 | 130篇 |
免费 | 0篇 |
专业分类
教育 | 94篇 |
科学研究 | 17篇 |
各国文化 | 3篇 |
体育 | 1篇 |
信息传播 | 15篇 |
出版年
2022年 | 2篇 |
2020年 | 2篇 |
2019年 | 7篇 |
2018年 | 8篇 |
2017年 | 7篇 |
2016年 | 5篇 |
2015年 | 1篇 |
2014年 | 6篇 |
2013年 | 30篇 |
2012年 | 1篇 |
2011年 | 4篇 |
2010年 | 2篇 |
2009年 | 3篇 |
2008年 | 5篇 |
2007年 | 1篇 |
2006年 | 2篇 |
2005年 | 3篇 |
2004年 | 3篇 |
2003年 | 6篇 |
2002年 | 2篇 |
2000年 | 3篇 |
1999年 | 1篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1993年 | 1篇 |
1991年 | 2篇 |
1989年 | 2篇 |
1986年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 3篇 |
1981年 | 1篇 |
1979年 | 1篇 |
1978年 | 3篇 |
1921年 | 2篇 |
1920年 | 2篇 |
1919年 | 2篇 |
1857年 | 1篇 |
排序方式: 共有130条查询结果,搜索用时 0 毫秒
51.
52.
53.
54.
55.
Paul Gibbs 《牛津教育评论》2019,45(3):405-416
Although there has been considerable debate in contemporary literature on the erosion of the public good in higher education, most of it has been concentrated on the word ‘public’ rather than on the notion of ‘good’. Further, the idea of higher education and the organisations for its delivery have become conflated through a focus on the ‘good’ as inherent, intrinsic, and instrumental. An idea is proposed, that: higher education is intrinsically good; that aspects of its practice are feasibly inherently good; and institutional practices are instrumentally good. These three goods are commonly conflated rather than interwoven in our policymakers’ understanding of the contribution that higher education has for human flourishing and what contribution higher education providers make to the economics of society. 相似文献
56.
Analysis of student performance in a Geography degree course over a ten year period, as part of a larger study of student performance in large classes, revealed a five year cycle of change in student performance and in the ability of the course to cope with large classes. The cycle exactly matched the introduction of new degree programmes with performance taking four years to recover to the levels eventually achieved with the previous course design. It is concluded that radical change in course design can initially reduce performance and that stability for several years may be necessary to achieve the potential of a new course. 相似文献
57.
58.
The purpose of this study was to see if systematic contrasts in educational culture and curricular emphases might affect the underlying structure of teachers' attributions for children's behaviour. Thus, responses to a questionnaire developed from earlier work by Miller and colleagues (2000, 2002) were gathered from primary and secondary school teachers in England and the Republic of Ireland. Exploratory factor analyses revealed that teachers participating in the study appear to have attributed pupils' misbehaviour at least as much to teachers' and adult behaviours as much as to any distinctive parental or home factors. The structure of primary and secondary teachers' attributions appears to have differed, with primary teachers distinguishing between their own and parental influences on children's behaviour. However, contrary to expectation the demands of the curriculum did not seem to have figured highly in these teachers' perception of causes of misbehaviour. Finally, some speculations on possible differences in relative weighting between English and Irish teachers' views are offered. Teachers in the Republic of Ireland appear to have attached greater importance to children's personalities and pressures on children. Further, teachers in primary schools in England seem to have rated their classroom management strategies and other more general adult behaviours as more important associates of behaviour than did their counterparts in the Republic of Ireland. The implications of the findings are discussed in relation to cultural and curricular differences and teachers' constructions of behaviour and special educational needs. 相似文献
59.
While much research has documented unsatisfactory sexual and reproductive health (SRH) awareness among young people in South Africa, understanding of gender differences in access to and evaluation of SRH information is limited. This paper concerned itself with men and women's informal sources and content of SRH, and gendered divergences around accessibility, evaluation, and impact of such information. Fifty sexual history narrative interviews and twenty-five narrative interviews with women were conducted with participants purposively sampled from a range of ages, cultural and racial backgrounds, and in urban and rural sites across five provinces in South Africa. Data were analysed using thematic analysis. While young women were more likely to learn about SRH information from family members, they also reported greater regulation concerning their sexuality. This could enhance stigma surrounding women's sexuality and hinder open communication. Men predominantly learned about sex through pornography and peers, which was reported to encourage sexual prowess to the neglect of practising safer sex. Lack of adequate SRH instruction for young people as revealed through the narratives had significant and often negative implications for men and women's early safer sex behaviours. In response to these insights, recommendations are offered to strengthen informal sources of SRH awareness. 相似文献
60.
ABSTRACT For the past several years, the adoption of social media platforms has increased significantly as academic libraries have emphasized the importance of finding new ways to promote collections and services. Recently, many libraries have embraced Historypin and Pinterest because of their specific focus on images. This article examines the impact of these platforms on digital libraries and explains how each affects the discovery and access of digital collections. 相似文献