全文获取类型
收费全文 | 1687篇 |
免费 | 27篇 |
国内免费 | 1篇 |
专业分类
教育 | 1338篇 |
科学研究 | 59篇 |
各国文化 | 30篇 |
体育 | 112篇 |
综合类 | 2篇 |
文化理论 | 11篇 |
信息传播 | 163篇 |
出版年
2023年 | 11篇 |
2022年 | 10篇 |
2021年 | 25篇 |
2020年 | 31篇 |
2019年 | 51篇 |
2018年 | 104篇 |
2017年 | 83篇 |
2016年 | 88篇 |
2015年 | 40篇 |
2014年 | 57篇 |
2013年 | 423篇 |
2012年 | 64篇 |
2011年 | 56篇 |
2010年 | 44篇 |
2009年 | 48篇 |
2008年 | 55篇 |
2007年 | 47篇 |
2006年 | 37篇 |
2005年 | 43篇 |
2004年 | 35篇 |
2003年 | 20篇 |
2002年 | 21篇 |
2001年 | 25篇 |
2000年 | 22篇 |
1999年 | 16篇 |
1998年 | 19篇 |
1997年 | 13篇 |
1996年 | 19篇 |
1995年 | 12篇 |
1994年 | 9篇 |
1993年 | 12篇 |
1992年 | 11篇 |
1991年 | 18篇 |
1990年 | 12篇 |
1989年 | 8篇 |
1988年 | 10篇 |
1987年 | 6篇 |
1986年 | 7篇 |
1985年 | 5篇 |
1984年 | 6篇 |
1983年 | 8篇 |
1982年 | 11篇 |
1980年 | 6篇 |
1979年 | 6篇 |
1978年 | 7篇 |
1977年 | 8篇 |
1975年 | 5篇 |
1971年 | 5篇 |
1904年 | 3篇 |
1903年 | 3篇 |
排序方式: 共有1715条查询结果,搜索用时 0 毫秒
101.
There is growing recognition of the complexity of academic work and the need for university and college faculty members to develop scholarly approaches to teaching and learning. While structured programs of study have been initiated for faculty to address these issues in various higher education contexts, very little research has investigated the theory–practice relationship of the scholarship of teaching and learning within a faculty certificate program context. This article presents a program development and evaluation framework to enhance the theory–practice integration of the scholarship of teaching and learning in such a program. Data suggest that a broad range of institutional and programmatic strategies can enhance the scholarship of teaching and learning in a faculty certificate program. A scholarly approach to teaching and learning is viewed as both an individual and social contextual process.Dr Harry Hubball and Dr Helen Burt are faculty members at the University of British Columbia, BC, Canada. Harry Hubball's research focuses on curriculum and pedagogy in university settings. He coordinates the UBC Faculty Certificate Program on Teaching and Learning in Higher Education. Helen Burt is the Associate Dean of the Faculty of Pharmaceutical Sciences. Her research interests include the development of novel polymer-based drug delivery systems. 相似文献
102.
103.
104.
105.
106.
107.
Sara Bragg Helen Manchester 《Discourse: Studies in the Cultural Politics of Education》2017,38(6):864-879
Concepts of school ‘ethos’ or ‘culture’ have been widely debated in education since the 1980s. This is partly as a consequence of marketisation, partly because ethos has been identified as a low-cost route to school improvement. Corporate, authoritarian, and most recently ‘military’ models of ethos have been widely promulgated in the UK. Another significant strand of educational thinking, however, has emphasised ethos for and as learning: how schools might prefigure alternative, more socially just, worlds. This article argues that accounting for such divergent notions of ethos demands greater attention to the intellectual resources mobilised in interpreting educational processes. We discuss schools that used their work with the English creative learning programme, Creative Partnerships, to develop what we describe as ‘considerate, convivial and capacious’ school ethos. We aim thereby to value their achievements, provide tools to contest dominant discourses around ethos, and advocate more critical, reflexive approaches to researching school cultures. 相似文献
108.
The development of students as lifelong, self-regulating learners is a valued outcome of higher education. To this end, the current project investigated how students in an undergraduate course experienced and responded to a teaching–learning environment where they were expected to take responsibility for their learning. The pedagogic environment of this course was grounded in strategies and activities associated with assessment for learning (AfL). As such, students were expected to participate in activities that provided them with opportunities to exercise control over their learning. Data gathering comprised individual semi-structured interviews and the collection of artefacts. Findings indicated goals helped students know where they were going; exemplars provided insights into what was expected and what constituted quality work; course activities elicited evidence of learning; dialogic interactions around these generated feedback about understandings and progress; the evaluation of exemplars developed evaluative knowledge, skill and expertise; peer review and feedback provided an authentic context for evaluation and monitoring of works-in-progress. It was concluded that, while each of the AfL strategies contributed to student self-regulation, the full impact of AfL as a catalyst for self-regulated learning was realised in the cumulative and recursive effect these strategies had on students’ thinking, actions and feelings. 相似文献
109.
Performance management systems have been an inevitable consequence of the development of government research evaluations (GREs) of university research, and have also inevitably affected the working life of academics. The aim of this paper is to track the development of GREs over the past 25 years, by critically evaluating their adoption in the UK and Australian higher education sector and their contribution to the commodification of academic labour, and to highlight the resultant tensions between GREs and academic freedom. The paper employs a literature-based analysis, relying on publicly available policy documents and academic studies over the period 1985–2010. GREs are a global phenomenon emanating from new public management reforms and while assessments of university research have been welcomed, they have attracted critique based on their design, the manner in which they have been applied, and the unintended consequences of their implementation on academic freedom in particular. Consistent with international research on the impact of GREs, Australian research assessments appear to be undoing the academic freedom that is central to successful research. Further empirical research on the impact of GREs on academics is urgently needed. 相似文献
110.
Helen Fisher 《Gender and education》2017,29(7):907-925
This article explores the perspectives of 10 White British girls eligible for Free School Meals as they transfer from English primary to secondary schools. Having identified the discourses relevant to the girls at transition – good girl, girl power, hyper-femininity, authenticity, ‘challenges at home’, ‘friends as family’ and standards – the article uses Foucault to theorise these examples, reflecting on the complexity of associated power, resistance and resilience. The article continues by drawing on the multiplicity of resistance to these discourses to identify the girls’ developing intrinsic strengths, and argues that these should be used both a starting point and a structure for supporting them through discourse negotiation at secondary transition and beyond. 相似文献