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71.
72.
Oshana D Harding K Friedman L Holton JK 《Child abuse & neglect》2005,29(3):219-28; author reply 241-9
73.
Our review of Henry Giroux's Stealing Innocence , Alex Molnar's Giving Kids the Business , and Kenneth Saltman's Collateral Damage describes how these authors assess the problems posed by contemporary corporate influences on public schools and considers the solutions they offer to counter those influences. We also examine Henry Levin's edited collection Privatizing Education , in which various authors address research on privatization in schooling. In our analysis of this book, we highlight the underlying themes of the wide-ranging chapters. Next, we critique all four books, focusing primarily on the books by Giroux, Molnar, and Saltman. We suggest that these three authors provide a somewhat totalized and ahistorical portrait of contemporary corporate influences on schooling and offer a solution that depends on teachers acting as democratic revolutionaries, though there is no realistic possibility that teachers today would take on this role. In contrast, we call for a critical theory and practice that is grounded both in a more complex understanding of the current historical context and also in a dialogical engagement with students, teachers, parents, and other community members. 相似文献
74.
近些年来,对学生课后活动家长的参与,及这类活动与学生在校学习的关系的研究吸引了众多教育研究者和学校、社会工作者的关注与兴趣(科克,2000)。摩鄂(2000)专题讨论了学生课外阅读中家长的介入,以及与学业成绩的关系。撒舍德等人(1997)分析了父母对学生在音乐、艺术、乐器演奏和欣赏,及对他们在学校的行为的影响。 相似文献
75.
Approximately 5% of people in most countries have deafness or significant hearing loss. This significant minority is underrepresented
in mainstream universities across the world. Background information about deafness, relevant technology and its drawbacks,
and the use of interpreters are discussed. The barriers to equitable representation of qualified Deaf academics in university
settings are reviewed. The experiences of three Deaf academics who teach in mainstream universities are discussed, and suggestions
for resolution are offered. Examples are cited for teaching, research and service, the threefold duties of the successful
academic. Continuing access difficulties mean that only a few deaf graduates now consider doctoral study; cost and the perception
of cost, as well as negative attitudes and lack of knowledge may mean that the few successful graduates have difficulties
gaining employment; successful tenure and promotion prospects may also be hindered for the same reasons. We also provide recommendations
how barriers for successful Deaf academics can be removed or mitigated. 相似文献
76.
Kathryn M. Borman Bridget Cotner M. Yvette Baber Theodore Boydston William Katzenmeyer Gladis Kersaint Jeffrey Kromrey Reginald Lee Kazawaki Uekawa 《Journal of Educational Change》2004,5(3):249-266
In this paper, we present findings from a study assessing the impact of reforms on mathematics and science instruction to illustrate the multiple levels at which educational change must occur to promote student achievement and close achievement gaps. We undertake an analysis of the extent to which the rhetoric of national policy, in this case, the National Science Foundation's Urban Systemic Initiative, matches the realities of the day-to-day classroom practices we evaluated in our study. Addressed here is the problem of how applied anthropologists can broaden the scope of research and research findings from the edges of the societal mainstream to address larger policy issues. More globally, we discuss the influence of contemporary applied anthropologists and their colleagues who study marginalized groups on educational research. 相似文献
77.
ABSTRACTThis article explores how the Base Nacional Comum Curricular (National Learning Standards), entered the policy debate in Brazil and became the most important reform initiative of the Ministry of Education between 2015 and 2017. We argue that this accelerated policy process was contingent upon the practice of philanthropizing consent: foundations’ use of material resources, knowledge production, media power, and informal and formal networks to garner the consent of multiple social and institutional actors to support a public policy. In other words, these foundations do not impose policies on governments; rather, they ‘render technical’ high-stakes political debates on pressing issues of educational equity and then influence state officials’ consensus about which policies to adopt. We argue that this philanthropic influence is not simply a neoliberal, profit-maximizing scheme; rather, it is an attempt by foundation and corporate leaders to garner power and influence on different scales, and re-make public education in their own image. Although this educational policy game is in many ways participatory and widely accepted, foundations are only able to play this role due to their tremendous economic power, a direct product of the unequal global political economy, and the systematic defunding of the public sphere. 相似文献
78.
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80.
Professional Conversations and Professional Growth 总被引:1,自引:0,他引:1
Murray S. Britt Kathryn C. Irwin Garth Ritchie 《Journal of Mathematics Teacher Education》2001,4(1):29-53
A professional development program for 18 teachers was conducted over a two-year period. The participating teachers taught
in intermediate schools (students aged 11–13) and secondary schools. The teachers worked collaboratively to improve their
mathematics teaching, with encouragement to reflect on their practice but with minimal instruction from the researchers. Results,
as defined by change in teaching practices, beliefs, and reflections, and student achievement, indicated that the collaborative
program was particularly useful for experienced secondary school teachers but less useful for intermediate school teachers.
We concluded that this type of professional development was most useful for teachers who had sufficient knowledge of mathematics;
these teachers were able to focus on pedagogy and to draw connections between aspects of the mathematics they taught, without
recourse to a specialist's advice.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献