全文获取类型
收费全文 | 407篇 |
免费 | 11篇 |
专业分类
教育 | 342篇 |
科学研究 | 6篇 |
各国文化 | 4篇 |
体育 | 25篇 |
信息传播 | 41篇 |
出版年
2024年 | 1篇 |
2023年 | 6篇 |
2022年 | 5篇 |
2021年 | 7篇 |
2020年 | 8篇 |
2019年 | 17篇 |
2018年 | 19篇 |
2017年 | 31篇 |
2016年 | 22篇 |
2015年 | 14篇 |
2014年 | 26篇 |
2013年 | 89篇 |
2012年 | 6篇 |
2011年 | 9篇 |
2010年 | 15篇 |
2009年 | 22篇 |
2008年 | 6篇 |
2007年 | 13篇 |
2006年 | 9篇 |
2005年 | 8篇 |
2004年 | 9篇 |
2003年 | 6篇 |
2002年 | 8篇 |
2001年 | 3篇 |
2000年 | 10篇 |
1999年 | 8篇 |
1998年 | 3篇 |
1997年 | 2篇 |
1996年 | 4篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1991年 | 3篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1986年 | 2篇 |
1985年 | 4篇 |
1983年 | 3篇 |
1982年 | 2篇 |
1980年 | 1篇 |
1979年 | 3篇 |
1973年 | 1篇 |
1967年 | 1篇 |
排序方式: 共有418条查询结果,搜索用时 0 毫秒
111.
Jenny Louise Hallam Des Hewitt Sarah Buxton 《The International Journal of Art & Design Education》2014,33(2):195-207
Despite the numerous benefits art has for children, research suggests that there is a lull in the development of expression in children's drawings during the primary school years and that many children give up on art between the ages of 10 and 12. Research investigating this phenomenon has taken an educational focus and aimed to identify potential shortcomings in the primary education system which could impact negatively on children's artistic development and interest in art. This article builds on previous educational research by exploring children's perceptions of the art education they receive. In this small exploratory study semi‐structured interviews were conducted with six children in each of the Key Stages of English compulsory education: Key Stage 1 (5–6 year olds); Key Stage 2 (7–8 year olds); Key Stage 3 (11–12 year olds) and Key Stage 4 (14–15 year olds). A qualitative thematic analysis is used to explore children's experiences of art in the classroom, the kinds of support they receive in art lessons and how art lessons can be improved. It is hoped that the exploration of children's experiences of art in the classroom will enable movement towards an engaging and relevant approach to art education. 相似文献
112.
Colette T. Dollarhide Donna M. Gibson Kayleena L. Brashear Jenny Huynh Bowen Marshall Kristian Robinson 《Counselor Education & Supervision》2023,62(3):207-221
The development of a professional identity as a counselor is the result of training, practice, and integration into a community of professional counselors and is defined as the synthesis of personal and professional behaviors, values, ethics, and worldview. The research on this topic has been plentiful, but this systemic and systematic review of the research literature provides a comprehensive overview of this important concept for counselor training and supervision. 相似文献
113.
Bradley PS Carling C Archer D Roberts J Dodds A Di Mascio M Paul D Diaz AG Peart D Krustrup P 《Journal of sports sciences》2011,29(8):821-830
The aim of this study was to examine the effect of playing formation on high-intensity running and technical performance during elite soccer matches. Twenty English FA Premier League games were analysed using a multiple-camera computerized tracking system (n = 153 players). Overall ball possession did not differ (P < 0.05) between 4-4-2, 4-3-3 and 4-5-1 formations (50%, s = 7 vs. 49%, s = 8 vs. 44%, s = 6). No differences were observed in high-intensity running between 4-4-2, 4-3-3 and 4-5-1 formations. Compared with 4-4-2 and 4-3-3 formations, players in a 4-5-1 formation performed less very high-intensity running when their team was in possession (312 m, s = 196 vs. 433 m, s = 261 vs. 410 m, s = 270; P 5 0.05) but more when their team was not in possession (547 m, s = 217 vs. 461 m, s = 156 vs. 459 m, s = 169; P < 0.05). Attackers in a 4-3-3 performed ~30% more (P < 0.05) high-intensity running than attackers in 4-4-2 and 4-5-1 formations. However, the fraction of successful passes was highest in a 4-4-2 (P < 0.05) compared with 4-3-3 and 4-5-1 formations. The results suggest that playing formation does not influence the overall activity profiles of players, except for attackers, but impacts on very high-intensity running activity with and without ball possession and some technical elements of performance. 相似文献
114.
115.
Jenny Sthlberg Heta Tuominen Antti‐Tuomas Pulkka Markku Niemivirta 《Psychology in the schools》2021,58(1):162-184
In this study, we examined what kind of perfectionistic profiles (i.e., different patterns of perfectionistic strivings and concerns) can be identified among general upper‐secondary school students, how stable those profiles are over the school year, and how they are connected with students' motivation (i.e., achievement goal orientations). Four distinct profiles were identified. Students with high strivings and low concerns had their focus mainly on mastery, while students with an opposite profile emphasized performance‐avoidance and work‐avoidance orientations. Students with high strivings and concerns favored both performance‐ and mastery‐related goals, whereas students characterized by low strivings and low concerns did not display a dominant tendency toward any orientation. Perfectionistic profiles were relatively stable over time, with the majority of students reporting similar tendencies across the measurements, and with no extreme changes observed. Some indications of more students displaying less adaptive perfectionistic tendencies by the end of the school year were nevertheless found. Our findings demonstrate not only stability in perfectionistic tendencies, but also their motivational relevance in the academic context where students' goals and performance concerns play an important role. 相似文献
116.
ABSTRACTThis article describes some of the methodology, practice and effect of reading groups run by Prison Reading Groups (PRG), which currently operates in 60 prisons across the UK, and is supported by the charity Give A Book. Groups choose what they want to read together and how they will read it. Reading aloud can aid literacy as well as being a force for collaboration and pleasure. Poetry can thrive in this environment, despite initial wariness, and Shakespeare has found some new and enthusiastic readers. 相似文献
117.
I use this paper to reexamine my role as a White researcher on a multi-racial research team. I reanalyze data I collected
during an evaluation project to reveal how I avoided seeing race in the schools I visited and how I dodged discussions of
race with members of those school communities. By analyzing my own discursive practice, I introduce a series of logics enacted
through a variety of strategies that I used to manage race talk. The purpose of this paper is two-fold: (1) an analysis of
the strategies I used to sustain White privilege and (2) an examination of the logics of those strategies in order to understand
the power they have in reproducing inequity. Only by understanding the self-perpetuating nature of White privilege will we
be able to begin to dismantle it.
Jenny Gordon is an assistant professor in the Division of Education, School of Education and Human Development at Binghamton
University. She teaches foundations courses for elementary education and courses on qualitative research methods. Her scholarly
work includes articles on methodological issues pertaining to qualitative research methods and narratives on the impact of
race on research and teaching. 相似文献
118.
Do new information and communications technologies have a role to play in the achievement of education for all? 总被引:1,自引:0,他引:1
Jenny Leach 《British Educational Research Journal》2008,34(6):783-805
Many commentators have suggested that the use of new information and communications technologies (ICTs) has significant potential in providing access to, and improving the quality of, teacher education. Such an idea is particularly relevant for the Global South, it is argued, where tens of thousands more qualified teachers are required if universal primary education (UPE) is to be achieved. This article explores six arguments commonly used to critique the relevance of ICT for development, encompassing technical, cost, philosophical, cultural and pedagogic issues. The arguments are categorised as the ‘technological’ view; the ‘donor’ view; the ‘anthropological’ view; the ‘standard’ view; the ‘individual’ view; and the ‘transmissional’ view. Drawing on empirical research into ICT and teacher education in sub‐Saharan Africa, including the work of the Digital Education Enhancement Project, six responses are used to review these arguments (‘developmental’, ‘democratic’, ‘cultural’, ‘deep’, ‘community’ and ‘pedagogic’). The author concludes that these contemporary data offer new ways of thinking about such debates and concludes with recommendations for policy makers, educators and the donor community. 相似文献
119.
The drivers of learning for mid-career workers with few initial qualifications from the Czech Republic, Denmark, England, France, Germany, Italy and Poland are examined. The focus in this article is upon the learning pathways and experience of the low-qualified drawn from empirical research which gathered and analysed the strategic career and learning biographies of 105 low-skilled individuals, mainly aged between 25 and 40, in the 7 countries, using semi-structured narrative interviews. The five drivers for learning evident in the interviews were enhancing self-efficacy; self-improvement; labour market-orientated learning; significant others motivating learning; and work-related practical learning. The interviewees were divided between those who wanted tangible and immediate learning outcomes and those who saw learning primarily as a means of self-improvement. Some interviewees with negative experiences of initial education were motivated to re-engage by a positive experience with continuing education, encouragement of significant others or through an experience of mastery of challenges at work which led to an increase in their self-efficacy. For the majority of interviewees, practical learning was particularly appreciated, whether undertaken to secure or enhance their current labour market position or undertaken to increase their self-efficacy. 相似文献
120.
Ivan Crozier Patricia Fara Jon Hodge Brendan Kitts Robin Knight Sverre Myhra David Oldroyd Elizabeth A. Wilson Rosemary Robins Stephen Dovers John Forge Harshi Gunawardena Jenny Tannoch-Bland Loet Leydesdorff David Oldroyd David Oldroyd David Oldroyd Nicolas Rasmussen Greg Restall Helaine Selin Michael Shortland E. E. Sleinis Fiona Solomon Scott McQuire Maurice Crosland David Farrier Roslynn Haynes Sverre Myhra Colin Russell Libby Robin Karin Garrety Stephen Gaukroger Stephen Ames Wendy Varney Vojislav Bozickovic Phil Dowe 《Metascience》1996,5(2):71-192