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81.
Matti E. Lindberg 《Higher Education in Europe》2005,30(3-4):385-398
This article deals with the question of how the segmentation of higher education participation connects with the segmentation of the graduate labour market into jobs with different levels of quality. With data comprising educational and labour market histories of graduates with Master's degree from nine European countries, the author analyses how graduates with traditional higher education careers come off on the European labour market compared to those with non‐traditional educational careers. When examining the quality of the employment that graduates obtain early on in their career, three criteria are applicable: the job stability and the quality of the education‐job match to both the level of their studies and skills. The method used in the analysis is logistic regression. Results indicate that being a traditional/non‐traditional graduate does affect the odds of finding proper employment; however, whether the influence is positive or negative greatly varies with respect to gender; the number of graduates with the same type of educational career on the local market and the criteria used to evaluate the adequacy of the employment. 相似文献
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Women are underrepresented in advanced positions in higher education in Europe. This study takes a horizontal perspective and focuses on the relationship between gender and discipline in order to combine research on gender in higher education with theories of disciplinary differences in academic cultures. The study points out substantial differences between disciplines in gender composition, specifically, the probability of a person leaving academia after earning a doctor’s degree and various attitudes towards gender equality work. Our approach, which is based on quantitative longitudinal as well as qualitative research methods, has yielded a more complex and contradictory picture of gender equality in higher education than have vertical cross-sectional studies. 相似文献
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AbstractA player’s ability to score low is critical to the tournament outcome in golf. The relationships of round scores to fairways hit in regulation or striking distance on two holes per round have been investigated before with some disagreement. The purpose is therefore to examine the relationships of par-4 and par-5 hole scores to tee shot functional accuracy and distance, measured as lie of the ball and penalty, and striking distance or distance to the pin for the second shot. Such information is possible to collect without interviewing players. The best US Professional Golfers’ Association Tour players’ statistics during a season are used, provided by the Professional Golfers’ Association Tour and ShotLink. Distance was measured with laser equipment. The results include significant (P < 0.05) correlations between score and striking distance or distance to pin, when hitting rough but not fairway on par-4s and when hitting fairway and rough on par-5s. It is therefore relevant, for performance, to consider the type of fairway miss as well as the striking distance in relation to the par and length of the hole. The findings can be considered when making gap and needs profiles, and when making tactical decisions for tee shots on different types of holes. 相似文献
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Matti E. Lindberg 《Higher Education》2009,58(3):339-358
This article addresses the question of how great are higher education students’ incentives to change study programs or institutions
to improve one’s personal employability in the course of the higher education-to-work transition process. The posed question
is addressed at a system level. Students’ mobility between programs and institutions is referred to as ‘student mobility’
and graduates’ mobility between jobs is referred to as ‘early career mobility.’ The relationship between these two separate
components of mobility is discussed in three different institutional frames: German/Finnish, Italian, and British. When depicting
the relationship between the two components of mobility, the article also considers parallel phenomena such as prolongation
of the degree-earning process and participation in work-life with student status. Indicator level analysis concerning graduates
of the year 2000 reveals important differences between the three institutional frames: in Germany and Finland, there is a
high level of student mobility at the basic degree level combined with a low level of career mobility after graduation; in
the UK the opposite transition logic than that of Germany and Finland occurs, and in Italy students demonstrate prolonged
transitions with little student mobility and early career mobility.
相似文献
Matti E. LindbergEmail: |
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Attitudes toward learning (ATL) have been shown to influence students’ learning outcomes. However, there is a lack of knowledge
about the ways in which the interaction between ATL, the learning situation, and the level of students’ prior knowledge influence
affective reactions and conceptual change. In this study, a simulation of acid-base titrations was examined to assess the
impact of instruction format, level of prior knowledge and students’ ATL on university-level students, with respect to flow
experiences (Csikszentmihalyi, 1990) and perceived conceptual change. Results show that the use of guiding instructions was
correlated with a perceived conceptual change and high levels of “Challenge,” “Enjoyment,” and “Concentration,” but low sense
of control during the exercise. Students who used the open instructions scored highly on the “Control flow” component, but
their perceived learning score was lower than that for the students who used the guiding instructions. In neither case did
students’ ATL or their pre-test results contribute strongly to students’ flow experiences or their perceived learning in the
two different learning situations. 相似文献