全文获取类型
收费全文 | 365篇 |
免费 | 11篇 |
专业分类
教育 | 269篇 |
科学研究 | 23篇 |
各国文化 | 7篇 |
体育 | 33篇 |
文化理论 | 12篇 |
信息传播 | 32篇 |
出版年
2022年 | 3篇 |
2021年 | 7篇 |
2020年 | 22篇 |
2019年 | 9篇 |
2018年 | 29篇 |
2017年 | 24篇 |
2016年 | 11篇 |
2015年 | 11篇 |
2014年 | 13篇 |
2013年 | 90篇 |
2012年 | 15篇 |
2011年 | 13篇 |
2010年 | 6篇 |
2009年 | 7篇 |
2008年 | 8篇 |
2007年 | 6篇 |
2006年 | 5篇 |
2005年 | 6篇 |
2004年 | 2篇 |
2003年 | 6篇 |
2002年 | 3篇 |
2000年 | 3篇 |
1997年 | 2篇 |
1996年 | 2篇 |
1995年 | 3篇 |
1994年 | 3篇 |
1992年 | 3篇 |
1991年 | 3篇 |
1990年 | 6篇 |
1988年 | 3篇 |
1985年 | 6篇 |
1984年 | 4篇 |
1983年 | 2篇 |
1982年 | 3篇 |
1981年 | 2篇 |
1980年 | 3篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1971年 | 3篇 |
1963年 | 3篇 |
1939年 | 1篇 |
1938年 | 1篇 |
1924年 | 1篇 |
1922年 | 2篇 |
1920年 | 1篇 |
1919年 | 1篇 |
1887年 | 1篇 |
1882年 | 1篇 |
1835年 | 1篇 |
1830年 | 1篇 |
排序方式: 共有376条查询结果,搜索用时 15 毫秒
201.
Jack Hunter Katherine Runswick‐Cole Dan Goodley Rebecca Lawthom 《British Journal of Special Education》2020,47(2):134-151
This article offers a critical reflection on the function of education, health and care plans (EHCPs) in pathways to employment for disabled young people. We consider ‘the education plan’ as an artefact of special educational needs systems. We problematise the often taken‐for‐granted assumption that such plans are always and only a ‘good’ thing in the lives of disabled young people seeking pathways to employment. At the same time, we consider the rise in demand for plans that are understood by many as a crucial mechanism for achieving support. Following the recent policy reforms in England, we describe a context in which the funding of education is shrinking and in which the promise of employment for disabled young people has yet to be delivered. We conclude by proposing some changes to policy and practice to enhance employment opportunities for disabled young people. 相似文献
202.
Cultural Studies of Science Education - This article attempts to add to the conversation on equity and science education by arguing that activist work necessitates turning away from conservative... 相似文献
203.
204.
The purpose of this paper is to consider the continued saliency of the ideas of Harold O. Rugg, particularly for social studies
education. Given the conservative political times in which we work, and the current educational emphases on academic standards,
high-stakes standardized testing, and mastery of specified knowledge, and the impact of these developments on social studies
education, it is useful to revisit Rugg’s contributions to the field. In this paper, we examine Rugg’s social and curricular
theories. Then, in light of this examination, we imagine what Rugg would say about contemporary issues for social studies
education, and what we, as curriculum scholars and social studies educators, can learn from his likely responses. 相似文献
205.
Getting to No: Pragmatic and Semantic Factors in Two‐ and Three‐Year‐Olds' Understanding of Negation
下载免费PDF全文
![点击此处可从《Child development》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Although infants say “no” early, older children have difficulty understanding its truth‐functional meaning. Two experiments investigate whether this difficulty stems from the infelicity of negative sentences out of the blue. In Experiment 1, given supportive discourse, 3‐year‐olds (N = 16) understood both affirmative and negative sentences. However, with sentence types randomized, 2‐year‐olds (N = 28) still failed. In Experiment 2, affirmative and negative sentences were blocked. Two‐year‐olds (N = 28) now succeeded, but only when affirmatives were presented first. Thus, although discourse felicity seems the primary bottleneck for 3‐year‐olds' understanding of negation, 2‐year‐olds struggle with its semantic processing. Contrary to accounts where negatives are understood via affirmatives, both sentence types were processed equally quickly, suggesting previously reported asymmetries are due to pragmatic accommodation, not semantic processing. 相似文献
206.
This article explores Complexity Theory and applications of nonlinear dynamics in physical education (PE). The authors of this article discuss Complexity Theory and its applications to students and student learning. Additionally, there will be discussion of how the networking learning process associated with socio-coordinated mimicry creates a “movement conversation” between learners rooted in the relational complexity of students within a PE lesson. Finally, the authors discuss research opportunities within PE, allowing for a close collaboration between pedagogical researchers and biomechanists to examine the emergent qualities within the “movement conversations” between students. Overall, this article seeks to illustrate the possibilities of utilizing Complexity Theory within PE pedagogy and research. 相似文献
207.
Reremoana Theodore Mele Taumoepeau Jesse Kokaua Karen Tustin Megan Gollop Nicola Taylor 《高等教育研究与发展》2018,37(1):206-221
Higher education confers significant private and social benefits. Māori and Pacific peoples are under-represented within New Zealand universities and have poorer labour market outcomes (e.g., lower wages, under-represented in skilled professions). A New Zealand tertiary education priority is to boost Māori and Pacific success in an effort to improve outcomes for these graduates, their communities and society in general. Using information collected in the Graduate Longitudinal Study New Zealand, we compared Māori and Pacific university graduate outcomes with outcomes of other New Zealand graduates. Data were collected when the participants were in their final year of study (n?=?8719) and two years post-graduation (n?=?6104). Employment outcomes were comparable between Māori, Pacific and other New Zealand graduates at two years post-graduation; however, Māori and Pacific graduates had significantly higher student debt burden and financial strain over time. They were significantly more likely to help others (e.g., family) across a range of situations (e.g., lending money), and reported higher levels of volunteerism compared to their counterparts. Boosting higher education success for Māori and Pacific students has the potential to reduce ethnic inequalities in New Zealand labour market outcomes and may result in significant private benefits for these graduates and social benefits as a result of their contribution to society. 相似文献
208.
209.
210.
Helton JJ 《Child abuse & neglect》2011,35(11):956-964