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151.
Leanne Lester Donna Cross Thérèse Shaw Julian Dooley 《Cambridge Journal of Education》2012,42(2):213-233
This study aimed to investigate the causal pathways and factors associated with being involved in bullying behaviour as a bully-victim using longitudinal data from students aged 11–14 years over the transition time from primary to secondary school. Examination of bully-victim pathways suggest a critical time to intervene is prior to transition from the end of primary school to the beginning of secondary school to prevent and reduce the harm from bullying. Negative outcome expectancies from bullying perpetration were a significant predictor of being a bully-victim at the end of the first year of secondary school. The findings show an association between peer support, connectedness to school, pro-victim attitudes, outcome expectancies and level of bullying involvement. Implications for intervention programs are discussed. 相似文献
152.
Carter Julian Savage 《Peabody Journal of Education》2013,88(4):421-448
This article examines the establishment and early history of the first Boys’ Club for African American boys—the Wissahickon Boys’ Club—through the thoughts and actions of its Quaker founder, John Thompson Emlen. The purpose of this article is not only to document the founding of this historic organization but also to describe Emlen's conception of racial advancement through the implementation of vocational education programs within the context of a “colored” Boys’ Club. In examining Emlen's thesis and subsequent work, the article analyzes the similarities of his ideas to W. E. B. DuBois's charge to White Americans in The Philadelphia Negro. 相似文献
153.
Julian McDougall Stephen Walker Alex Kendall 《International Studies in Sociology of Education》2013,23(2):159-173
This paper presents a study of dominant educational discourses through textual critique and argues that such an approach enables education studies to preserve an important distinction from teacher training. The texts deconstructed here are specific to English education, but the discourses at work have international relevance as the rhetorics of accountability, performance and measurement (which we call cells of discourse) have global reach. Ward described a national picture in England whereby the great majority, if not all, of education studies undergraduate courses appear to be taught alongside, or within (through shared modules) teacher training programmes. But from a sociological position, these are two increasingly conflicting arenas—the study of education and the training of teachers. In response, Ward called for the subject to radicalize teacher education. The implications of this are significant if education studies is to retain a status as agent of critique. In this paper we return to the theme of education studies as a discrete practice from teacher training and suggest that any acceptance of a proximal relation to teacher education is counter‐productive. In so doing we offer three contemporary examples of the subject at deconstructive work, scrutinizing the published standards for teacher training in England, employer discourse and the Tomlinson report (commissioned by the English government to offer proposals for the reworking of vocational education) and the new curriculum for adult literacy in England. Particular attention is given to analysing the ways in which such texts speak the currently powerful discourse of standards. 相似文献
154.
155.
Julian Bickersteth 《文物保护研究》2014,59(4):218-224
This paper explores the complex question of environmental conditions in museums and the current status of the IIC and ICOM-CC working group on environmental conditions in museums. Reviewing environmental conditions in museums in the light of sustainability and cost of energy pressures has resulted in members of the conservation profession holding differing views on what can safely be implemented. These views vary from leaving conditions at the current recommend levels, to promoting a substantial broadening of parameters. To understand how these positions have been reached, the history of environmental guidelines is surveyed. Moving forward, IIC in conjunction with ICOM-CC has established a working group to investigate the current global perspective on environmental conditions on a country-by-country basis, to identify a methodology by which a fresh and relevant review of these current positions can lead to practical outcomes, and to encourage dialogue with the broader museum profession. This paper reports on the interim findings of the working group and discusses the issues that arise from them. These include the lack of transparency between institutions in regards to actual conditions, the need for wider debate with museum colleagues, and the necessity of further experiential knowledge sharing rather than experimental research. 相似文献
156.
Julian Stern 《British Journal of Religious Education》2014,36(1):18-38
This article investigates the educational value of research studied by exploring the influence on a range of religious education professionals from a set of research seminars. The seminar series, sponsored by the Westhill Endowment Trust, has been running since 2004, bringing together teachers, advisors and higher education professionals working on religious education in UK schools and internationally. The seminars have been intended to develop the relationship between research and professionals, and they have generated a number of publications. Eleven seminars involving a total of 167 participants are analysed in terms of what participation in the seminars may have influenced (the professionals, pupils, schools), which aspects of the seminars were influential and why the seminars were influential. This article describes the process of developing appropriate methods to investigate both the influence of research seminars and the results of their use. The research includes a questionnaire and follow-up interviews. The most significant indications show that the seminars influenced pupils in schools and professionals; the publications from the seminars had a distinctive influence, and spending time to think and discuss about religious education was at least as influential as the presentations by researchers. 相似文献
157.
158.
Julian C. Stanley 《教育心理学家》2013,48(3):133-146
Aptitude and achievement tests designed for much older students are invaluable for finding extremely high ability at younger ages. Results of the first two years of the Study of Mathematically and Scientifically Precocious Youth are examined to show that considerable educational acceleration is not only feasible but also desirable for those young people who are eager to move ahead. Skipping school grades, taking college courses part‐time, studying in special courses, and entering college early are inexpensive and supplemental to regular school practices. We do not advocate the usual in‐grade, non‐accelerative “enrichment”; procedures often recommended for intellectually gifted children. An heuristic overview is presented of the main assumptions and findings of the Study thus far. 相似文献
159.
Using a virtual physics lab, we analyzed the impact of metacognitive support on simulation-based scientific discovery learning (SDL). The dependent variables for learning outcome were the immediate conceptual knowledge gain and the retained conceptual knowledge three weeks later. Additional dependent variables were the actual use of a domain-specific cognitive strategy, motivation, emotions, and cognitive load. To contrast the effects of metacognitive support with possible effects of goal specificity, the experimental study followed a 2 × 2 design with a sample of N = 129 ninth grade students and with metacognitive support (yes vs. no) and learning goals (specific vs. nonspecific) as factors. The results showed positive effects of metacognitive support on learning outcome, on actual cognitive strategy use, and on learning emotions. No interaction effect of metacognitive support and goal specificity on learning outcome was observed. 相似文献
160.
Julian Hale's Radio Power: Propaganda and International Broadcasting (Philadelphia: Temple University Press, 1975—$12.50) Jay W. Baird's The Mythical World of Nazi War Propaganda, 1939-1945 (Minneapolis: University of Minnesota Press, 1975—$15.00) Unesco Statistical Yearbook (Paris: Unesco (New York: Unipub) New Media in Education in the Commonwealth (Commonwealth Secretariat Publications, Marlborough House, London SW1Y SHX, England—E3.00, or about $7.00, paper) World Guide to Technical Information and Documentation Services (Paris: Unesco (New York: Unipub), 1975— $19.80, paper) May Katzen's Mass Communication: Teachin and Studies at Universities (Paris: Unesco (New York: Unipub), 1975—$14.85, paper) 相似文献