全文获取类型
收费全文 | 809篇 |
免费 | 18篇 |
专业分类
教育 | 673篇 |
科学研究 | 19篇 |
各国文化 | 10篇 |
体育 | 38篇 |
文化理论 | 7篇 |
信息传播 | 80篇 |
出版年
2021年 | 6篇 |
2020年 | 6篇 |
2019年 | 11篇 |
2018年 | 22篇 |
2017年 | 18篇 |
2016年 | 19篇 |
2015年 | 22篇 |
2014年 | 23篇 |
2013年 | 192篇 |
2012年 | 25篇 |
2011年 | 32篇 |
2010年 | 21篇 |
2009年 | 16篇 |
2008年 | 17篇 |
2007年 | 16篇 |
2006年 | 14篇 |
2005年 | 16篇 |
2004年 | 16篇 |
2003年 | 14篇 |
2002年 | 25篇 |
2001年 | 7篇 |
2000年 | 16篇 |
1999年 | 12篇 |
1998年 | 5篇 |
1997年 | 14篇 |
1996年 | 14篇 |
1995年 | 15篇 |
1994年 | 14篇 |
1993年 | 18篇 |
1992年 | 6篇 |
1991年 | 14篇 |
1990年 | 9篇 |
1989年 | 4篇 |
1988年 | 9篇 |
1987年 | 8篇 |
1986年 | 10篇 |
1985年 | 7篇 |
1984年 | 10篇 |
1983年 | 10篇 |
1982年 | 12篇 |
1981年 | 5篇 |
1980年 | 7篇 |
1979年 | 8篇 |
1978年 | 10篇 |
1977年 | 7篇 |
1976年 | 11篇 |
1975年 | 3篇 |
1974年 | 5篇 |
1971年 | 5篇 |
1968年 | 3篇 |
排序方式: 共有827条查询结果,搜索用时 15 毫秒
731.
Joan Baxter 《Educational Psychology in Practice》2005,21(2):87-102
This is a time of radical change for all services working with children in the UK. For educational psychologists recent publications outlining government strategy have created an urgent need to consider future directions that go well beyond those discussed in the Department for Education and Employment (DfEE, 2000) report on educational psychology services. In this paper we suggest that decisions about strategic direction and developments in practice should be based on a shared set of values focused clearly on the rights of children and young people. In particular, the UN Convention on the Rights of the Child (United Nations, 1989) could provide the framework for a compact between the profession and children. This will require an evaluative focus within educational contexts that goes beyond school satisfaction surveys. Both schools and support professionals will need to demonstrate the achievement of improved outcomes for pupils. Difficult questions about the value added by educational psychologist involvement can no longer be evaded. 相似文献
732.
John Horne Bob Lingard Gaby Weiner Joan Forbes 《British Journal of Sociology of Education》2011,32(6):861-879
This paper draws on a research study into the existence and use of different forms of capital – including social, cultural and physical capital – in three independent schools in Scotland. We were interested in understanding how these forms of capital work to produce and reproduce advantage and privilege. Analysis is framed by a multiple capitals approach drawing on and developing the work of Putnam and especially Bourdieu. We suggest that sport plays a role with important effects for strong bonding and for the production of symbolic capital in the form of branding by each school. 相似文献
733.
Teacher professional development is a key factor for transforming professional and school culture. This article describes a case study undertaken in a Spanish school during the 2007-2008 academic year. Our aim is to explain how action research methodology was applied to encourage professional and school culture towards an intercultural and inclusive approach. Our results show that the training process challenged teachers’ pre-existing deficit theory perspectives and empowered them as leaders for school change. The conclusions identify the key factors that enabled teachers to engage in critical reflection, and to implement strategies for collaborative work and community participation in school. 相似文献
734.
Elizabeth A. Davis Carrie BeyerCory T. Forbes Shawn Stevens 《Teaching and Teacher Education》2011,27(4):797-810
Teachers need to develop the ability to adapt curriculum materials. Two elementary teachers, Maggie and Catie, were asked to write narratives about their use of and changes to particular reform-oriented science lesson plans. Maggie drew on her knowledge of and experiences with students, as well as other knowledge, experiences, and resources, to make productive changes to account for her students’ prior knowledge and abilities. Catie based her curricular adaptations on her learning goals—but these were not aligned with the learning goals of the curriculum materials. The paper discusses implications for teacher education, professional development, and educative curriculum materials. 相似文献
735.
This study investigated the relations among preschool teachers’ behavior management, children's task orientation, and children's emergent literacy and language development, as well as the extent to which task orientation moderated the relation between teachers’ behavior management and children's emergent literacy and language development. Participants included 398 children and 67 preschool teachers from preschool programs serving an at-risk population. Teachers’ behavior management was observationally assessed and children's task orientation was measured via teacher-report. Children's language and emergent literacy skills were directly assessed in the fall and in the spring of the preschool year. Hierarchical linear models were used to predict children's residualized gain in emergent literacy and language (i.e., Spring scores with Fall scores as covariates) from their task orientation and their teachers’ behavior management. Task orientation and behavior management each positively predicted children's emergent literacy development, but not language development. There was a significant interaction between teachers’ behavior management and children's task orientation in predicting children's language development, such that high scores on both variables were associated with the most optimal language outcomes. Implications for research and early education are discussed. 相似文献
736.
This article provides an overview and analysis of the relationship between gender, educational policy, and governance in Scotland and Sweden and the two countries’ response to European Union and global legislative and policy change. In Scotland, gender is mainly invisible in recent policies on inclusion, achievement beyond academic attainment, and the idealisation of the child. Gender is thus marginalised within a range of factors contributing to social in/equality. In Sweden, in contrast, gender has higher visibility in policy and governance as both an indicator of democracy and a means of preserving social democratic consensus and prosperity. However, recently its privileged position has come under attack. We draw on social capital, gender, and policy theory to analyse the range of influences on gender and educational governance in the two countries including that of the social capital of organised feminism. 相似文献
737.
738.
739.
Jennifer Dobbs‐Oates Jill M. Pentimonti Laura M. Justice Joan N. Kaderavek 《Journal of Research in Reading》2015,38(1):91-108
The present study investigates the role of attitudinal variables, such as children's literacy interest and parents’ reading beliefs, in conjunction with home literacy activities (HLA), in predicting children's print‐concept knowledge. The objective of the study is to test a theoretical model describing the relationship among these variables. This study involved 551 low‐income preschool children. Structural equation modelling was used to test the model. The model was a good fit for the data when parental teaching of reading/writing was used as the measure of HLA. In the model, negative parent reading beliefs and parent teaching predicted print‐concept knowledge. Results suggest that practitioners should consider not only the literacy activities children and parents participate in, but also their attitudes towards those activities. 相似文献
740.
This article aims to understand how ethnicity is discursively framed in national policies in China and Vietnam and argues that policy discourses affect how the ‘problem’ of ethnicity and educational inequalities is framed and how these inequalities can be addressed. The analysis shows how both Marxist and market-economy governing rationalities frame ethnic minority groups as lower status than the majority group and in need of either socially evolving to the communist ideal or assimilating into the global economic market, respectively. Using Fraser’s multi-dimensional approach to analyse discursive formations of inequality, we show how these policy discourses produce a non-ethnic economic citizen with socialist tendencies that negates cultural or social recognition and political representation. We conclude that researchers and policymakers need to consider how ethnicity is discursively framed to understand and address inequalities. 相似文献