全文获取类型
收费全文 | 788篇 |
免费 | 14篇 |
专业分类
教育 | 643篇 |
科学研究 | 26篇 |
各国文化 | 10篇 |
体育 | 31篇 |
综合类 | 1篇 |
文化理论 | 8篇 |
信息传播 | 83篇 |
出版年
2022年 | 14篇 |
2021年 | 14篇 |
2020年 | 27篇 |
2019年 | 49篇 |
2018年 | 38篇 |
2017年 | 47篇 |
2016年 | 48篇 |
2015年 | 21篇 |
2014年 | 39篇 |
2013年 | 170篇 |
2012年 | 24篇 |
2011年 | 26篇 |
2010年 | 26篇 |
2009年 | 20篇 |
2008年 | 8篇 |
2007年 | 15篇 |
2006年 | 20篇 |
2005年 | 21篇 |
2004年 | 11篇 |
2003年 | 10篇 |
2002年 | 15篇 |
2001年 | 3篇 |
2000年 | 9篇 |
1999年 | 6篇 |
1998年 | 6篇 |
1997年 | 9篇 |
1996年 | 6篇 |
1995年 | 9篇 |
1993年 | 4篇 |
1992年 | 4篇 |
1991年 | 8篇 |
1989年 | 8篇 |
1988年 | 2篇 |
1986年 | 6篇 |
1985年 | 6篇 |
1984年 | 6篇 |
1983年 | 5篇 |
1982年 | 3篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1977年 | 3篇 |
1976年 | 2篇 |
1973年 | 2篇 |
1970年 | 2篇 |
1968年 | 3篇 |
1967年 | 2篇 |
1966年 | 2篇 |
1965年 | 2篇 |
1964年 | 2篇 |
1958年 | 2篇 |
排序方式: 共有802条查询结果,搜索用时 890 毫秒
81.
Sally Smith Colin Smith Ella Taylor-Smith Julia Fotheringham 《Journal of Further & Higher Education》2019,43(5):628-640
Students have expectations of their university education leading to graduate careers, with universities investing considerable resources in institution-wide initiatives designed to enhance opportunities for student work placements and work-related learning. However, there are large variations between courses and disciplines in student uptake of these opportunities, with limited evidence explaining why this might be the case. Recognising recent approaches which consider student identity in transitions, this study explored student attitudes to work-related learning across a range of subject disciplines. The first phase of the study used in-class surveys (N = 199) to focus on students’ self-identification and perceptions of employability initiatives. Follow-up interviews were conducted to further explore themes emerging in the survey data. The study found that, while some students drew on resources for identity work in their recognition of and approach to work-related learning, access was limited, and university resources were not always recognised or effective. The findings have implications for the design of effective graduate employability initiatives. 相似文献
82.
83.
The current loss of biodiversity requires efforts to increase awareness of pollinator conservation. An important tool is education which often uses the honeybee (Apis mellifera) as an exemplary organism to reach this goal. Any successful module needs to focus on reducing the perceived danger associated with fear, in order to support the willingness to protect them. Using a quasi-experimental design, we investigated the effectiveness of two educational approaches: one by authentically encountering living animals at a beehive, the other by using a remote online beehive. We monitored secondary school students’ (N = 354) perception of bees with respect to interest, danger and conservation as well as situational emotions (interest, well-being, boredom) during both interventions. In both cases positive effects on perception levels were observed, even when already a high willingness to protect bees existed. Using living animals in educational settings is crucial, especially when students’ situational emotions need targeting. However, we achieved similar intervention results in perception levels using a remote beehive, which therefore constitutes an excellent alternative to raise awareness of the conservation of bees as pollinators when working with living organisms is not possible. 相似文献
84.
Franz Hilker 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1958,4(1):500-502
Ohne Zusammenfassung 相似文献
85.
86.
Research suggests that children with hearing loss face a number of difficulties in the education system, including socially. Although there has been much research with the severe to profound deaf population there has been little research into the life experiences of children with moderate hearing loss who attend mainstream secondary schools. This research sought to examine the experiences of social inclusion for five young people with moderate hearing loss. Data were gathered through semi-structured interviews in the young person’s school setting and were analysed using Interpretative Phenomenological Analysis (IPA). Although each participant had distinctive experiences, there were a number of common themes that emerged indicating the factors that support social inclusion and those which create barriers for deaf children in schools. Implications for educational psychologists are considered and the limitations of the research are outlined. 相似文献
87.
Anne Graham Julia Truscott 《International journal of qualitative studies in education》2017,30(2):190-205
This article explores whether child-led research (CLR) benefits the well-being of the children and young people involved. The article draws upon evaluation data from a pilot CLR programme facilitated by a non-government organisation that supports disadvantaged children, young people and families. Nine participants (aged 10–14 years old) volunteered for the CLR programme, conducted over 18 weeks, which involved learning about and undertaking their own research on a topic of their choosing. The programme was externally evaluated both in terms of process and outcomes so as to gain insights into what is involved in CLR and any potential benefits it might offer for participants. The discussion explores a range of positive benefits for children whilst also signalling the challenges involved in planning, implementing and evaluating such initiatives, not least of which is the difficulty in scaling up this kind of research, given its resource-intensive nature. 相似文献
88.
89.
Julia T. Reguero de Atiles Dolores A. Stegelin Janie K. Long 《Early Childhood Education Journal》1997,25(2):101-105
Biting behavior occurs frequently among young children in child care settings. Research indicates several possible reasons for biting behavior including developmental as well as emotional issues. This study examines procedures that have been established to handle childhood biting by early childhood education child care facilities in a southeastern state of the United States. We were interested in whether these child care providers considered biting a normal developmental behavior or an abnormal, dysfunctional behavior. Additionally, how did their philosophy about childhood biting relate to their handling of biting incidents in their facilities? 相似文献
90.
Julia Tuppat Birgit Becker Matthias Lange 《Zeitschrift für Erziehungswissenschaft》2016,19(4):745-764
In Germany, children of immigrants are faced with delayed school entry about twice as often as children of native-born parents because they are more often diagnosed not being ready for school. We investigate these early educational inequalities, focusing on the interplay of individual competencies and the institutional context in terms of the school enrollment procedure. We compare the conventional procedure, where school enrollment is supposed to be bound on school readiness, with reformed procedures where school enrollment is not supposed to be bound on school readiness. Data of school entry examinations from Hesse, Germany from 2008–2012 are analyzed (N = 50,717). The results show that children of immigrants from all origin groups have a substantially higher risk of obtaining a recommendation for delayed school entry than children of native-born parents. However, these ethnic differences are strongly reduced in the reformed procedures as compared to the conventional school enrollment procedure, indicating that these procedures could be an effective measure to reduce ethnic educational inequalities at school start. 相似文献