全文获取类型
收费全文 | 399篇 |
免费 | 6篇 |
国内免费 | 2篇 |
专业分类
教育 | 344篇 |
科学研究 | 8篇 |
各国文化 | 4篇 |
体育 | 13篇 |
文化理论 | 4篇 |
信息传播 | 34篇 |
出版年
2022年 | 2篇 |
2021年 | 3篇 |
2020年 | 7篇 |
2019年 | 7篇 |
2018年 | 9篇 |
2017年 | 18篇 |
2016年 | 12篇 |
2015年 | 17篇 |
2014年 | 14篇 |
2013年 | 95篇 |
2012年 | 14篇 |
2011年 | 6篇 |
2010年 | 14篇 |
2009年 | 13篇 |
2008年 | 5篇 |
2007年 | 14篇 |
2006年 | 13篇 |
2005年 | 9篇 |
2004年 | 17篇 |
2003年 | 12篇 |
2002年 | 9篇 |
2001年 | 6篇 |
2000年 | 7篇 |
1999年 | 6篇 |
1998年 | 3篇 |
1997年 | 6篇 |
1996年 | 8篇 |
1995年 | 6篇 |
1993年 | 4篇 |
1992年 | 3篇 |
1989年 | 2篇 |
1988年 | 3篇 |
1987年 | 2篇 |
1985年 | 2篇 |
1984年 | 2篇 |
1982年 | 4篇 |
1980年 | 5篇 |
1978年 | 2篇 |
1973年 | 2篇 |
1971年 | 3篇 |
1965年 | 2篇 |
1964年 | 1篇 |
1963年 | 2篇 |
1962年 | 2篇 |
1961年 | 1篇 |
1960年 | 1篇 |
1958年 | 1篇 |
1956年 | 1篇 |
1955年 | 1篇 |
1946年 | 1篇 |
排序方式: 共有407条查询结果,搜索用时 15 毫秒
11.
Laurie E. Powers Tracee Garner Betsy Valnes Peter Squire Alison Turner Todd Couture 《Exceptionality》2013,21(1):45-56
Abstract Although transition outcomes for youth with disabilities have shown some improvement and transition support practices have been identified, many young people continue to face transition barriers that preclude their full participation in key adult life activities. While research efforts have largely been professionally driven, there is emerging literature suggesting that the use of participatory, empowerment methodologies may bolster the identification of appropriate research methods and useful solutions to problems, as well as promoting the application of findings to accomplishing practice and policy improvements. The purpose of this study was to use a youth-directed, participatory action methodology to investigate youths' perceptions of the value of transition promotion experiences identified as effective by professionals, and to examine the level at which youth with disabilities participate in those experiences. A survey was developed and administered to 202 young people with disabilities by leaders from the National Youth Leadership Network. Findings indicated that youth generally endorse the importance of validated transition promotion practices; however, they reported having limited opportunity to participate in them. Implications related to the use of participatory action methodologies and needed practice and policy improvements are discussed. 相似文献
12.
13.
14.
15.
16.
Four standards and best practices recently released or currently underway at the National Information Standards Organization were presented: Knowledge Bases and Related Tools, Presentation and Identification of E-Journals, Open Discovery Initiative, and Open Access Metadata Indicators. Basics outlining the creation work and deliverables were shared for each project. Applicability of these standards and best practices for different stakeholders of the information community were discussed. 相似文献
17.
Dorie J. Gilbert Mary Lehman Held Janet L. Ellzey William T. Bailey Laurie B. Young 《European Journal of Engineering Education》2015,40(3):256-266
This article reviews the literature on challenges faced by engineering faculty in educating their students on community-engaged, sustainable technical solutions in developing countries. We review a number of approaches to increasing teaching modules on social and community components of international development education, from adding capstone courses and educational track seminars to integrating content from other disciplines, particularly the social sciences. After summarising recent pedagogical strategies to increase content on community-focused development, we present a case study of how one engineering programme incorporates social work students and faculty to infuse strategies for community engagement in designing and implementing student-led global engineering development projects. We outline how this interdisciplinary pedagogical approach teaches students from the two disciplines to work together in addressing power balances, economic and social issues and overall sustainability of international development projects. 相似文献
18.
19.
20.
This article presents a set of spatial tools for classroom learning about spatial justice. As part of a larger team, we designed a curriculum that engaged 10 learners with 3 spatial tools: (a) an oversized floor map, (b) interactive geographic information systems (GIS) maps, and (c) participatory mapping. We analyze how these tools supported learning using notions of politicization. The floor map fed conceptual understandings of the map as a representational text and served as the terrain for an embodied activity to support proportional reasoning about inequitable distributions of resources. The data-rich GIS maps and their zoomability allowed for coordinating across multiple variables to connect patterns in inequities to other social processes. The participatory mapping enabled learners to make discoveries about, connect, and share beyond the individual classroom counterstories from people in the lived streets of their neighborhood. In aggregate, this set of spatial tools produced a complex, hybrid view of the city’s space, which contributed to learners’ political formation. 相似文献