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961.
962.
Andrea Reupert Jane Wilkinson Letitia Galloway 《The Australian Educational Researcher》2010,37(3):39-55
While seconded and contracted teachers make a significant contribution to education faculties there is limited research regarding
their experiences, needs and supports. Accordingly, interviews were conducted with five seconded and three contracted teachers
in an Australian regional university and interpreted within a qualitative, interpretative framework. Themes that emerge from
the study highlight the contrast between university and school cultures, issues around identity, the ways in which teaching
is viewed, research activity for second/contracted teachers, positives and negatives around secondment, and the phases through
which seconded and contract teachers move during their employment at university. Recommendations regarding the role and expectations
of seconded and contracted teachers conclude the paper. 相似文献
963.
964.
What has come to be known as the "Woods Hole course", Biomedical Informatics, is a week-long course sponsored by the National Library of Medicine which has been offered since 1992. Its participants include librarians, clinicians, educators, and administrators. This article discusses the content of the course and its applicability to medical librarians. 相似文献
965.
Pamela Qualter Kathryn.J. Gardner Debbie.J. Pope Jane.M. Hutchinson Helen E. Whiteley 《Learning and individual differences》2012,22(1):83-91
This study examines the long-term effects of ability- and trait EI on academic performance for British adolescents. The sample comprised 413 students from three secondary schools in the North-West of England. Students completed tests of ability EI, trait EI, personality, and cognitive ability in Year 7 (mean age = 11 years 2 months). Performance data at the end of Year 11 (mean age = 15 years 10 months) were collected. Structural Equation Modelling examined the longitudinal relationships between latent variables of these constructs. Results show that the importance of ability EI resides in the fact that it moderates the effect of cognitive ability on performance in Year 11. Trait EI has a direct effect on Year 11 performance for boys only. This suggests that initiatives that help to develop ability EI and increase trait EI offer educators opportunities to improve educational achievement. 相似文献
966.
Kim Beswick Rosemary Callingham Jane Watson 《Journal of Mathematics Teacher Education》2012,15(2):131-157
In this article, we report on the use of a teacher profiling instrument with 62 middle school teachers at the start of a 3-year
professional learning programme. The instrument was designed to assess the aspects of teachers’ knowledge identified by Shulman
(1987) refined by Ball et al. (2008) and extended to include teachers’ confidence to use and teach various topics in the middle school mathematics curriculum
and their beliefs about mathematics teaching and learning. Based on a hierarchical coding of items, the application of the
partial credit Rasch model revealed that the profile items were measuring a single underlying construct and suggested that
the various facets of teacher knowledge develop together. We describe the characteristics of four levels of the hierarchical
construct measuring teacher knowledge and understanding for teaching mathematics in the middle years of schooling, and discuss
the unique affordances of a holistic view of teacher knowledge in contrast to considerations of multiple knowledge categories. 相似文献
967.
Exploring transition to postgraduate study: Shifting identities in interaction with communities,practice and participation 总被引:2,自引:0,他引:2
Jane Tobbell Victoria O'donnell Maria Zammit 《British Educational Research Journal》2010,36(2):261-278
There has been relatively little research to date that has explored the transition to postgraduate study. This paper reports findings from a project (funded by the UK's Higher Education Academy) that sought to address this gap. The research project was ethnographic and explored university practice and student participation in five UK universities. A significant emergent feature of the research was that a multiplicity of identities construct student experience and contribute to student transition. This finding provides support for learning theory that argues for inextricable links between learning and wider social identities. Moreover, the process of negotiating an academic identity in light of wider experience and university practices emerged as a key factor in understanding transition together with the imperative for independent study, which was a particularly powerful practice that necessitated complex identity negotiations in order to enable full participation in the university community of practice. 相似文献
968.
Ian Finlay Marion Sheridan Jane McKay Hope Nudzor 《British Educational Research Journal》2010,36(5):851-867
The aim of this study was to find out more about the lives of young people in the category ‘not in education, employment or training’ (NEET). We worked intensively with 26 young people in four smaller groups, spending three days with each group. During our time with them we engaged in a variety of creative and artistic activities designed to help them to construct accounts of their lives for us with the purpose of gaining an understanding of what it was like to be NEET. Three significant issues that emerged from these life stories are discussed in this paper. These are the problematic nature of the discourse of NEET sub‐groups; the challenges of school‐exclusion policies and practices; and the myth of low aspirations. 相似文献
969.
Robert Lawy Gert Biesta Jane McDonnell Helen Lawy Hannah Reeves 《British Educational Research Journal》2010,36(3):351-365
In this article the authors report on research which aimed to explore the opportunities for democratic action and learning in a number of artist‐led gallery education projects in the south‐west of England. The research takes an approach to citizenship learning and democracy that is less focused on citizenship as a specific subject in the formal school curriculum and the achievement of specific citizenship outcomes that can follow from it. Rather, it is more focused upon understanding how democratic practices that are embedded in the day‐to‐day lives of young people contribute to their democratic learning and participation as citizens. Drawing upon conceptual categories and concepts that illuminate the process, the authors demonstrate the nature and character of young people's democratic learning. An implication arising from this is the need for practice‐orientated research in other contexts (e.g. work, leisure and home) to fully understand the nature of democratic learning. 相似文献
970.
Interview Experiences and Diversity Concerns of Counselor Education Faculty From Underrepresented Groups 下载免费PDF全文
Angie D. Cartwright Janeé R. Avent‐Harris Rebecca Beck Munsey Jessica Lloyd‐Hazlett 《Counselor Education & Supervision》2018,57(2):132-146
The authors used transcendental phenomenology to explore the campus interview experiences and diversity concerns of counselor education faculty from underrepresented populations. Six themes were identified: issues of integrity, disappointment in the counseling profession, importance of authenticity, intersectionality of major identity markers, competence, and supportive experiences. Findings suggest that culturally competent search committees should be aware of biases and policies promoting institutional and systemic discrimination. 相似文献