全文获取类型
收费全文 | 409篇 |
免费 | 5篇 |
专业分类
教育 | 349篇 |
科学研究 | 7篇 |
各国文化 | 5篇 |
体育 | 19篇 |
文化理论 | 3篇 |
信息传播 | 31篇 |
出版年
2023年 | 2篇 |
2020年 | 6篇 |
2019年 | 17篇 |
2018年 | 10篇 |
2017年 | 24篇 |
2016年 | 7篇 |
2015年 | 5篇 |
2014年 | 9篇 |
2013年 | 101篇 |
2012年 | 15篇 |
2011年 | 7篇 |
2010年 | 15篇 |
2009年 | 11篇 |
2008年 | 15篇 |
2007年 | 19篇 |
2006年 | 6篇 |
2005年 | 9篇 |
2004年 | 12篇 |
2003年 | 10篇 |
2002年 | 12篇 |
2001年 | 8篇 |
2000年 | 13篇 |
1999年 | 4篇 |
1998年 | 6篇 |
1997年 | 3篇 |
1996年 | 7篇 |
1995年 | 4篇 |
1994年 | 5篇 |
1993年 | 8篇 |
1992年 | 3篇 |
1990年 | 5篇 |
1987年 | 3篇 |
1986年 | 2篇 |
1985年 | 1篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1979年 | 1篇 |
1978年 | 2篇 |
1976年 | 4篇 |
1975年 | 2篇 |
1974年 | 1篇 |
1973年 | 2篇 |
1972年 | 1篇 |
1970年 | 1篇 |
1968年 | 1篇 |
1963年 | 1篇 |
1962年 | 1篇 |
1908年 | 1篇 |
1898年 | 1篇 |
排序方式: 共有414条查询结果,搜索用时 15 毫秒
51.
A Dialogical Approach to Understanding: Horizontal Evaluation 总被引:2,自引:0,他引:2
52.
Anne Munro Lesley Holly Helen Rainbird 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,10(2):515-528
This paper is based on a research project which examines the opportunities for and barriers to workplace learning amongst low-grade staff in the UK public sector. It examines the key role of managers and supervisors, who make many of the decisions about individuals' access to learning opportunities. Their perception of staff's willingness and need to learn is influenced by factors such as age, gender or the likelihood of career development. It is these managers who control the immediate work environment and the flow of information about learning opportunities. Innovative examples of workplace learning are described, yet the paper concludes that the reality for many low grade manual and routine clerical staff continues to be one of limited opportunities for workplace learning. 相似文献
53.
In 1995 Frances Borzello claimed that feminist art criticism had ‘just touched the national curriculum with its fingertips.’ [1] Over the last five years constant challenges to curriculum provision have all but resulted in a loss of contact as educators pull back into ‘safe’ places and away from the edges where feminist art practices were just starting to take hold. Clinging to ‘safe’ practices has meant the affirmation of formalist modernist orthodoxies which have fostered a restricted canonical patriarchal approach to the subject. The recent publication of the ‘Manifesto for Art’ 1999 which calls for a postmodern view of art with an emphasis on ‘difference, plurality and independence of mind’ can, all too easily, be read as a panacea ‘a post modern solution to a postmodern situation.’ [2] However, embracing postmodern pluralism creates as many problems as it solves. Postmodernism often renders any feminist intervention superfluous in spite of new feminist art criticisms’ insistence that the politics of feminism remains a vital element of both artistic practice and critical discourse. While agreeing that art education urgently needs to review its complicity with high Modernist values, we suggest that there are dangers in uncritically accepting a postmodern view of education. Surely postmodernism renders any blueprint for change problematic. This paper does not provide answers, rather it raises questions in order to encourage teachers to reflect upon existing practices with a view to identifying what is still missing and why. It sets out to interrogate implications for pedagogy, educational policy and social transformation of the contemporary academic preoccupation with postmodernism. 相似文献
54.
55.
Marianne S. Meyer Frank B. Wood Lesley A. Hart Rebecca H. Felton 《Annals of dyslexia》1998,48(1):89-114
The Rapid Automatized Naming Test (Denckla and Rudel 1974) was studied cross-sectionally in an sample of kindergartners (n=342) at-risk for reading disability (Study 1), and longitudinally in an n=160 epidemiological normal sample of children tested in first, third, fifth, and eighth grades (Study 2). Study 1 showed
faster absolute naming speeds for those with near perfect untimed alphabet recitation, but the stronger and more orderly relation
(at r=.31, p<.0001) was between three levels of alphabet recitation accuracy and the relative number/letter naming speed advantage (ratio
of mean number/letter naming speed minus mean color/object naming speed over mean color/object naming speed). In Study 2,
the number/letter advantage was already strongly present by first grade, and did not increase significantly thereafter, but
absolute naming times improved steadily across grades in an exponential decay function. In this sample, the relative number/letter
advantage was not related to reading level. However, the absolute color/object naming speed was strongly related to reading
level and vocabulary across grades. Norms for the Rapid Automatized Naming Test based on the epidemiological normal sample
tested in Grades 1, 3, 5, and 8 are presented in the appendix. 相似文献
56.
Peter Blatchford Harvey Goldstein Peter Mortimore 《International Journal of Educational Research》1998,29(8):691-710
Research findings on class size differences need to be examined carefully because of their far reaching pedagogical and resource implications. An examination of research on the possible causal effect of class size differences on pupil progress, and on possible mediating factors, also raises important issues for educational research in general. In this chapter critically different approaches to research on class size effects are reviewed and an approach used in current research at the Institute of Education, that seems most likely to inform this controversial topic is described. Researchers need to pay more attention to providing a more reliable and valid measure of class size itself. In keeping with the bulk of research in this area the emphasis is on quantitative approaches, although possible limitations and alternative research approaches are considered. Limitations of earlier cross sectional research are examined, and the well-known STAR research is used to highlight some limitations of experimental designs. Finally, the advantages of longitudinal research, using multi-level modelling techniques, are examined. 相似文献
57.
This research, funded by the Economic and Social Research Council–Teaching and Learning Research Programme (ESRC–TLRP), explored student and beginning teachers' experiences of teacher education in Northern Ireland. Within a situation of teacher over-supply, many newly qualified teachers have little or no induction. This paper focuses on the views of key induction providers on the effectiveness of partnership arrangements. These stakeholders believed that an improved model of partnership was needed, particularly for induction, and a more collegial model could offer a positive reconceptualisation of early teaching experience enabling reciprocal professional learning. 相似文献
58.
Joanne Griffiths Lesley Vidovich Anne Chapman 《Journal of educational administration and history》2009,41(2):193-208
In curriculum policy, discourses of ‘policy partnerships’ and ‘communities of practice’ have become increasingly prevalent and were reflected in Western Australian curriculum policy processes from the mid‐1990s to the late 2000s – a period of significant, highly contested change. This paper presents the findings of an empirical study into the impact of curriculum reform on the changing dynamics within and between the government and non‐government education sectors, drawing on critical theory and post‐structuralist approaches to policy analysis within a broader framework of policy network theory. This approach is used to highlight power issues at all levels of the policy trajectory. This research found that despite policy discourses of collaborative and consultative processes to create a ‘shared’ curriculum, the government and non‐government education sectors remain largely distinct due to significant power differentials, as well as structural and cultural differences. The analysis reveals three closely connected emergent themes – limited collaboration, regulated consultation and enhanced state control of curriculum policy agendas. It is argued here that although discourses of ‘policy partnerships’ and ‘community of practice’ are increasingly evidenced in contemporary curriculum policy, they do not take sufficient account of embedded hierarchical power relationships. Further, such discourses can be used as legitimisation strategies to promulgate policy changes which enhance the steerage capacity of the state. Deeply entrenched power differentials operate simultaneously to distort policy partnerships and communities of practice, by both including and excluding particular sets of policy actors. 相似文献
59.
60.
Factors affecting intention to leave in the first,second and third year of university studies: a semester‐by‐semester investigation 总被引:1,自引:1,他引:0
Lesley Willcoxson 《高等教育研究与发展》2010,29(6):623-639
As most research into attrition and retention has focused on attrition during the first year of studies, we know little about the relationship between students’ experience of subsequent years and their decisions to withdraw from university. This paper addresses this gap in research by examining the relationship between students’ intention to withdraw from studies and their experience of university in each of the three years of Business degree studies. This empirical research indicates that the factors affecting intention to withdraw are differentiated not only by year but also by semester of study. 相似文献