全文获取类型
收费全文 | 1567篇 |
免费 | 56篇 |
国内免费 | 1篇 |
专业分类
教育 | 1211篇 |
科学研究 | 45篇 |
各国文化 | 28篇 |
体育 | 109篇 |
综合类 | 1篇 |
文化理论 | 14篇 |
信息传播 | 216篇 |
出版年
2024年 | 3篇 |
2023年 | 14篇 |
2022年 | 25篇 |
2021年 | 41篇 |
2020年 | 61篇 |
2019年 | 100篇 |
2018年 | 111篇 |
2017年 | 116篇 |
2016年 | 87篇 |
2015年 | 71篇 |
2014年 | 65篇 |
2013年 | 349篇 |
2012年 | 53篇 |
2011年 | 50篇 |
2010年 | 55篇 |
2009年 | 38篇 |
2008年 | 55篇 |
2007年 | 33篇 |
2006年 | 37篇 |
2005年 | 34篇 |
2004年 | 28篇 |
2003年 | 21篇 |
2002年 | 19篇 |
2001年 | 13篇 |
2000年 | 16篇 |
1999年 | 7篇 |
1998年 | 13篇 |
1997年 | 12篇 |
1996年 | 7篇 |
1995年 | 8篇 |
1994年 | 10篇 |
1993年 | 6篇 |
1992年 | 5篇 |
1991年 | 6篇 |
1990年 | 4篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1987年 | 4篇 |
1986年 | 6篇 |
1985年 | 5篇 |
1984年 | 9篇 |
1983年 | 6篇 |
1982年 | 4篇 |
1981年 | 2篇 |
1979年 | 2篇 |
1978年 | 2篇 |
1973年 | 1篇 |
1970年 | 1篇 |
1943年 | 1篇 |
1942年 | 1篇 |
排序方式: 共有1624条查询结果,搜索用时 15 毫秒
921.
922.
923.
Laura C. Engel Matthew O. Frizzell 《Discourse: Studies in the Cultural Politics of Education》2015,36(5):665-682
Participation in the Organization for Economic Co-operation and Development's (OECD) Program for International Student Assessment (PISA) has continuously expanded: from 43 systems in 2000 to 65 systems in the 2012 cycle, with 71 signed up for PISA 2015. There also has been a growth in sub-national participation, expanding PISA's reach beyond the nation-state. This paper explores sub-national PISA participation in Canada and the USA, asking how PISA is being used within sub-national education policy spaces. We draw on analysis of documents and data from interviews with officials at sub-national, national, and international levels. Findings illustrate some of the diverse motivations and uses of PISA, providing insights into the effects of PISA at the sub-national scale. As such, we argue that competitive comparison in education has deepened through the enhanced granularity of international large-scale assessment data to new scales beyond the nation-state. 相似文献
924.
Laura Repo Nina Sajaniemi 《Early Years: An International Journal of Research and Development》2015,35(1):5-21
Despite the growing body of evidence that the origins of bullying lie in early childhood, very little is known about the nature of the phenomenon in preschool groups. The current understanding among studies conducted in the school environment is that bullying prevention can only be effective if training with individual children takes place parallel to broader interventions in the classroom. The aim of this study was to examine how bullying prevention should be focused among under school-aged children. Since we know that children with special educational needs (SEN) have been found to be extremely vulnerable to bullying and victimization, we examined the role of three- to six-year olds with SEN in bullying situations. In addition, we examined whether the peripheral roles of other children in bullying situations can already be observed in preschool groups. The data were collected from a survey of day care staff in the city of Vantaa (n = 771). According to staff reports, 18% of bullying took place in situations in which children with SEN were present. Bullies with SEN used more physical forms of bullying and bullies without SEN used more psychological forms of bullying. The findings also showed that the multiple, peripheral roles of the bystanders in bullying situations are already occurring in preschool groups, especially among boys. It is important to target intervention programs in preschools both on individual children and at group level. 相似文献
925.
Popular demands for greater access to higher education may have diluted the “college isn't for everyone” claim, but some members of the privileged class are making a more subtle argument: A classical liberal arts curriculum should be reserved for the elite with low and middle income students receiving vocational training. In this article, we examine the historical and contemporary manifestations of differentiated educational experiences based on class and highlight how this bifurcated phenomenon continues to surface within post-secondary's newest venue—online education. Drawing upon the theoretical tenets of knowledge production and class formation, the methodology section of this article constructs a multilayered sequence model to analyze how the college admission process reinforces this binary in stark, yet unassuming, ways. We present the resulting social justice implications in terms of students’ participation in a classist educational system as well as the antidemocratic repercussions for public institutions. Lastly, we call for recommendations designed to bolster public education's commitment to critically educate all students and to restore its bedrock democratic mission. 相似文献
926.
Vicki L. Baker Meghan J. Pifer Laura G. Lunsford Jane Greer Dijana Ihas 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):394-410
In this study, we sought to contribute to research about the high-impact practice of undergraduate research from the understudied faculty perspective. We relied on focus group data from faculty members (N = 41) across five institutions to better understand the supporting and inhibiting factors that contribute to faculty members’ engagement in mentoring undergraduate research. We offer implications for research and practice. 相似文献
927.
The impact of a teacher education course on pre‐service teachers' beliefs about inclusion: an international comparison
下载免费PDF全文
![点击此处可从《Journal of Research in Special Educational Needs》网站下载免费的PDF全文](/ch/ext_images/free.gif)
In this comparative study, the impact of two stand‐alone university courses on pre‐service teachers' attitudes, concerns and teaching efficacy to teach in inclusive classrooms is examined. Twenty‐eight pre‐service teachers (PSTs) from Australia and 60 PSTs from Canada completed a survey at pre‐ and post‐stages of the course. It was found that after completion of the course, Australian participants' attitudes improved, their concerns declined, and they became more confident in their ability to teach in inclusive classrooms. Similarly, Canadian participants' concerns declined and their teaching efficacy improved, but they became more apprehensive about teaching in inclusive classrooms. Relationships among the three variables (attitudes, concerns and teaching efficacy) were examined at pre‐ and post‐test stages for both cohorts to understand how they interacted within each of the two countries. Implications of the findings for teacher education are discussed. 相似文献
928.
929.
930.
Francisco Palermo Laura D. HanishCarol Lynn Martin Richard A. FabesMark Reiser 《Early childhood research quarterly》2007
We examined the role of the teacher–child relationship quality (close, dependent, and conflictive) on preschoolers’ (N = 95) academic readiness for kindergarten, and we tested children's prosocial and aggressive behavior and peer group exclusion as mediators of this relation. A unique feature of this study is the ethnically and socio-economically diverse preschool-aged sample. The association between close teacher–child relationships and academic readiness was partially mediated by prosocial behavior and peer group exclusion. There was also evidence of a transactional association between close teacher–child relationships and children's behavior. Additionally, children's behavior and peer group exclusion mediated the relation between negative teacher–child relationships (dependent and conflictive) and academic readiness. The findings suggest that teacher training, education, and support for establishing close teacher–child relationships may maximize preschoolers’ academic readiness by promoting social adaptation. 相似文献