全文获取类型
收费全文 | 659篇 |
免费 | 12篇 |
专业分类
教育 | 539篇 |
科学研究 | 18篇 |
各国文化 | 10篇 |
体育 | 20篇 |
综合类 | 1篇 |
文化理论 | 8篇 |
信息传播 | 75篇 |
出版年
2023年 | 1篇 |
2022年 | 11篇 |
2021年 | 12篇 |
2020年 | 25篇 |
2019年 | 44篇 |
2018年 | 37篇 |
2017年 | 44篇 |
2016年 | 41篇 |
2015年 | 19篇 |
2014年 | 33篇 |
2013年 | 145篇 |
2012年 | 21篇 |
2011年 | 22篇 |
2010年 | 18篇 |
2009年 | 17篇 |
2008年 | 8篇 |
2007年 | 15篇 |
2006年 | 16篇 |
2005年 | 15篇 |
2004年 | 11篇 |
2003年 | 9篇 |
2002年 | 12篇 |
2001年 | 2篇 |
2000年 | 5篇 |
1999年 | 4篇 |
1998年 | 6篇 |
1997年 | 7篇 |
1996年 | 6篇 |
1995年 | 7篇 |
1994年 | 1篇 |
1993年 | 4篇 |
1992年 | 2篇 |
1991年 | 7篇 |
1989年 | 6篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1986年 | 5篇 |
1985年 | 6篇 |
1984年 | 2篇 |
1983年 | 5篇 |
1982年 | 3篇 |
1981年 | 2篇 |
1980年 | 3篇 |
1979年 | 1篇 |
1977年 | 3篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1970年 | 1篇 |
1968年 | 1篇 |
1966年 | 1篇 |
排序方式: 共有671条查询结果,搜索用时 15 毫秒
591.
Julia Evetts 《British Journal of Sociology of Education》1992,13(1):37-49
This paper considers the career concerns experienced by some comprehensive school headteachers when promotion ladders in teaching in schools apparently come to an end. Using career history data from 20 headteachers, 10 men and 10 women, the age and gender differences in the experience of career concern are illustrated. The concept of career in sociological analysis is examined and the linking of actions and structures in the formation of career patterns is demonstrated. It is then argued that, in a time of rapid educational change, new positions will be created and the rules defining who gets particular positions might be altered. In this way, the career expectations of, and new career structures for, headteachers could be developed. 相似文献
592.
Julia Gillen 《British Journal of Educational Studies》2000,48(2):183-198
The current prominent influence of the theories of L. S. Vygotsky on studies of education, particularly of pedagogic practice, requires a re-examination. The dominance of deficient editions of his writings has had regrettable consequences such as a misplaced reading of the 'one of proximal development' The publication of his recent, albeit incomplete, Collected Works in English affords an opportunity to reassess Vygotsky' work. Potential areas for such rethinking include: a comparison between his work and influence with that of Piaget; Vygotsky' own epistemology and methodology; and the relevance of his approach to contemporary concerns. 相似文献
593.
Jeffrey N. Weatherly Karyn M. Plumm Julia R. Smith William A. Roberts 《Learning & behavior》2002,30(4):315-329
Rats’ rates of leverpressing for low-concentration liquid-sucrose reinforcers in the first half of an experimental session increase when food pellet, rather than sucrose, reinforcers will be available in the second half. Experiment 1 determined that this induction effect was the outcome of food pellet reinforcement’s increasing response rates, not of continued sucrose reinforcement’s decreasing them. Experiments 2 and 3 showed that induction was primarily controlled by the conditions of reinforcement in the current session, not by those in the previous one. Experiment 4 showed little evidence that the induction was the outcome of Pavlovian processes. These results suggest that induction may occur because of processes operating at the level of the entire session. They also provide a link to a seemingly related area of study: contrast effects. Some of the results are consistent with what is known about contrast effects, but there are also several, yet unexplained differences. 相似文献
594.
Claire D. Vallotton Julia Torquati Jean Ispa Rachel Chazan-Cohen Jennifer Henk Maria Fusaro 《Early education and development》2016,27(2):275-302
ABSTRACTResearch Findings: Adults’ attitudes about attachment relationships are central to how they perceive and respond to children. However, little is known about how attachment styles are related to teachers’ attitudes toward and interactions with infants and toddlers. From a survey of 207 students taking early childhood (EC) courses at 4 U.S. universities, we report relations among students’ attachment styles and their (a) career goals, (b) attitudes about caring for and educating infants and young children, and (c) interaction skills for responding in developmentally supportive ways. Overall, attachment security was positively associated with career goals focused on working with younger children, knowledge about infant/toddler development, attitudes that acknowledge the importance of adult support in children’s development, and developmentally supportive interaction skills. Students who scored high on attachment fearfulness minimized the importance of adults in children’s lives, minimized the importance of the early years for later learning, and endorsed strict and controlling forms of child guidance. Practice or Policy: A conceptual mediation model linking a path from attachment to caregiving skill through knowledge and attitudes is articulated. We propose a person-centered pedagogy for infant/toddler professional preparation that provides opportunities for reflection on one’s own attachment and its effects on work with young children. 相似文献
595.
Julia Evetts 《British Journal of Sociology of Education》1988,9(1):81-96
The term ‘broken career’ is used to describe the most common work pattern for married women teachers. The break in teaching service involves leaving teaching for a period, usually in order to have and to care for young children, and then returning to teaching when family responsibilities seem to permit. The article considers what were the significant features in the timing, the length and the type of the breaks in teaching service of a sample of married women who were primary and infant headteachers. The manner of the returns, is examined, in particular how the returns came about, and this indicates the importance of personal contacts and informal networks in bringing women back into primary teaching. Finally the article considers the inadequacy of the term ‘broken’ or ‘interrupted’ career to describe or explain the experiences of these women. 相似文献
596.
Julia M. White Siqi Li Christine E. Ashby Beth Ferri Qiu Wang Paul Bern 《Educational Studies A Journal of the American Educational Studies Association》2019,55(4):453-472
Lack of access to general education for students with disabilities, particularly students with extensive support needs, students of color, and students from low-income households, reflects continued educational inequities for multiply marginalized students. Here, we present findings of a geospatial analysis of the intersections of race, socioeconomic status, disability labels, and levels of inclusion for students with disabilities in an urban school district, serving primarily students of color. Findings show trends in segregated placements mirroring historical redlining practices, suggesting the persistence of racial segregation that is enacted systematically and systemically via special education placements, disability categories, and geography. Results suggest the need to examine student-level placement data in the context of race, class, disability label, and space to identify and address inequities in access to inclusive schooling. 相似文献
597.
Resources 总被引:1,自引:0,他引:1
598.
Llinás Julia Gil Macías Francisco Solano Márquez Luis Manuel Tobaja 《Research in Science Education》2020,50(5):1789-1804
Research in Science Education - The aim of the present research was to explore the use of concept maps as an assessment tool. The research question posed was: can concept maps be used to... 相似文献
599.
Weis Lois Fine Michelle Proweller Amira Bertram Corrine Marusza Julia 《The Urban Review》1998,30(1):1-27
Here we listen to and analyze the voices of poor and working-class white women in Buffalo and Jersey City as they chronicle histories related to domestic violence. Although it was initially quite easy to distinguish between women living in what others have called hard living and settled living domestic scenes, we found that the amount of violence in these homes did not differ appreciably. Rather almost all of the poor and working-class white women and their families were negotiating lives disrupted by an inhospitable economy, and almost all of the women interviewed were also surviving within scenes of domestic violence that spanned generations. The distinction between the settled lives women and the hard living women may only be determined by whether or not the woman has exited from her violent home. School-related programs designed to promote discussion of these issues are considered. 相似文献
600.
Rebecca Bennett Julia Hobson Angela Jones Pamela Martin-Lynch Cecily Scutt Karin Strehlow 《高等教育研究与发展》2016,35(2):217-228
Lurking on the fringes of university culture are academic identities that do not fit into the usual disciplinary communities. Aiming to explore the experience of ‘being academic’ when not linked directly to a discipline, this paper examines the stories of a diverse group of SoTL scholars who work in a centralised multi-campus academic skills support centre in an Australian university. Framed as group auto-ethnography, the paper inquires into the everyday experience of these academics through narrative analysis of multiple first-person accounts and makes apparent the monstrousness of de-affiliated academic identities. Despite diverse disciplinary backgrounds, the author-participants found that they now shared a tripartite academic identity formed through the negotiation of three roles: the teacher, the disciplinarian, and the educational researcher. Using the chimaera, a mythical three-headed monster as an organising metaphor, this paper aims to provide agency and visibility for often under-represented and unacknowledged academic identities. 相似文献