全文获取类型
收费全文 | 278篇 |
免费 | 2篇 |
专业分类
教育 | 233篇 |
科学研究 | 4篇 |
各国文化 | 3篇 |
体育 | 18篇 |
文化理论 | 3篇 |
信息传播 | 19篇 |
出版年
2023年 | 1篇 |
2022年 | 1篇 |
2021年 | 1篇 |
2020年 | 2篇 |
2019年 | 10篇 |
2018年 | 7篇 |
2017年 | 21篇 |
2016年 | 4篇 |
2015年 | 3篇 |
2014年 | 5篇 |
2013年 | 68篇 |
2012年 | 9篇 |
2011年 | 5篇 |
2010年 | 12篇 |
2009年 | 9篇 |
2008年 | 9篇 |
2007年 | 13篇 |
2006年 | 5篇 |
2005年 | 8篇 |
2004年 | 6篇 |
2003年 | 7篇 |
2002年 | 8篇 |
2001年 | 4篇 |
2000年 | 11篇 |
1999年 | 4篇 |
1998年 | 5篇 |
1997年 | 3篇 |
1996年 | 6篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1993年 | 7篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1976年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1970年 | 1篇 |
1908年 | 1篇 |
1898年 | 1篇 |
排序方式: 共有280条查询结果,搜索用时 15 毫秒
91.
John Sherblom Lisa Ker nen Lesley Withers 《Journal of Applied Communication Research》2002,30(2):143-162
Independence and competence define the traditional characteristics of a game warden. External pressure to transform the game warden service into a more culturally and ethnically diverse state law enforcement agency, however, creates tensions surrounding these characteristics in the organization's structurationally defined agency and reflexivity of law enforcement; duality of structure in office memos and citation counts; social integration and institutional reproduction of law enforcement training, use of decoys, and search and seizure procedures; and time-space distanciation of working a 40-hour week or having complete responsibility for a territory. The present study examined how these tensions interact with the traditional assumptions of independence and competence to transform the meaning of these characteristics, and of the game warden service itself. 相似文献
92.
In the face of accumulating research and logic, the use of a discrepancy between intelligence and reading achievement test scores is becoming increasingly untenable as a marker of reading disabilities. However, it is not clear what criteria might replace the discrepancy requirement. We surveyed 218 members of journal editorial boards to solicit their opinions on current and proposed definitional components and exclusion criteria. Three components were selected by over two‐thirds of the respondents: reading achievement, phonemic awareness, and treatment validity. However, only 30 percent believed IQ‐reading achievement discrepancy should be a marker. More than 75 percent of the respondents believed exclusion criteria should remain part of the definition. Mental retardation was the most frequently selected exclusion criterion despite rejection of intelligence test scores as a definitional component. Although the findings reflect uncertainty among experts on what elements should comprise a definition, they do signal a willingness to consider new approaches to the conceptually difficult task of defining reading disabilities. 相似文献
93.
In China, the central government has released a series of key policy initiatives over the last twenty years to foster decentralisation
of control over higher education, giving prominence to discourses of increased autonomy for both universities and academics.
This article reports findings of an empirical study of changing autonomy in Chinese higher education and it focuses on the
effects of these key policy developments in two case study universities. This research was part of a larger study of new power
relationships emerging from changing policies on accountability and autonomy in Mainland China, Hong Kong and Singapore, located
within a broader context of the impact of globalisation on higher education. The focus on the three regions was selected to
begin to redress a Western hegemony in such research. The larger study is premised on the principle that globalisation is
characterised by ongoing tensions between global commonalities and context-specific differences, and that it is important
not to gloss over the complex and often contradictory national and local mediations of “global” policy trends. 相似文献
94.
TechTrends - Developing and publishing Web sites is becoming almost trivially easy today, and there are many sites on the Web nowadays that purport to be instructional in one way or another. In... 相似文献
95.
Lesley Hustinx Tim Vanhove Anja Declercq Koen Hermans Frans Lammertyn 《British Journal of Sociology of Education》2005,26(4):523-538
In spite of a progressive institutionalisation of community‐based learning into higher education, relatively little is known about the actual dynamics and correlates of volunteering by students. The study presented seeks a more in‐depth understanding of the spontaneous, extracurricular involvement within a university student population. Data are drawn from a postal survey of a representative sample of third‐year university students enrolled at a Flemish university (n = 744). In a first step, an exploration of the course and nature of students’ volunteer involvement is provided. In a second step, an explanatory model is constructed to predict the likelihood of belonging to the categories of volunteers, former volunteers or non‐volunteers. Firstly, it appears that a large group of students drop out of volunteering in transition to university, and that volunteering is rarely given priority in students’ agenda. Furthermore, a bifurcated pattern of involvement with a different pace inside and outside university is identified. Finally, extensive embedding in a volunteer environment as well as the discipline of study are major predictors of volunteering by students. Gender, church practice, being encouraged to volunteer and subjective study pressure produce subsidiary effects. 相似文献
96.
Lesley R. Booth 《Educational Studies in Mathematics》1981,12(1):29-41
An earlier research project, the Concepts in Secondary Mathematics and Science (Mathematics) project, identified both a hierarchy of levels of understanding in different areas of secondary mathematics, and a number of particular errors which were made by significant proportions of the children tested. Preliminary consideration of these errors and the strategies which appear to have given rise to them suggests that the use of informal naive methods which are limited in their applicability is widespread even at fourth-year level. The suggestion is made that there may be two systems of mathematics coexisting in the secondary school classroom: the formal taught system, and a system of child-methods which are based upon a counting, adding-on or building-up approach, and by which children attempt to solve mathematical problems within a human-sense framework. The difficulties which some children appear to experience in mathematics is suggested to be due in part to these children's non-initiation into the formal taught system. The implication of such a view for teaching and research are indicated. 相似文献
97.
“It’s the X and Y Thing”: Cross-sectional and Longitudinal Changes in Children’s Understanding of Genes 总被引:1,自引:0,他引:1
Studies from different theoretical traditions investigating children’s inheritance and genetics concepts have adopted a cross-sectional
method. This paper is the first to examine both cross-sectional and longitudinal changes in children’s basic genetic concepts.
It forms part of a larger investigation into the development of intuitive inheritance and genetics concepts in childhood.
Four age cohorts (4–5 years, 7–8 years, 10–11 years, 14–15 years) were interviewed individually at two measurement occasions
(T1, N = 182; T2, N = 164) separated by a 1-year interval. Cross-sectional analyses revealed an increase in children’s knowledge of genetics
by 10 years. Between 10 and 14 years, there were fewer changes in the content of children’s knowledge, especially at the level
of scientific genetic understanding. There was little evidence of longitudinal changes over the 1-year period. Overall, children
may hold an understanding of genetics that is tied to knowledge of inheritance within families. This may pose challenges for
acquiring more abstract and formal concepts of genes. 相似文献
98.
Lesley H. Parker John W. Wallace Barry J. Fraser 《Asia-Pacific Journal of Teacher Education》1993,21(2):169-177
This paper describes a pilot project for the professional development of science teachers, a major aim of which was to update teachers’ science content knowledge. The paper focuses on the rationale and background of the project, the model of inservice education, the arrangements for credentialling and recognising participating teachers, and the findings of the external evaluation of the initial stages of the project. It concludes with a summary of the features of the project which appear to be facilitating the achievement of its aims. 相似文献
99.
This is a reply to an article authored by Enslin and Horsthemke (2014) published in Educational Philosophy and Theory (EPAT). Enslin and Horsthemke argue that those who they refer to as ‘friends of the subaltern’ pit themselves against a straw-person that is swiftly dismissed in pointing out blindness of the Western tradition. They point out that in doing so ‘friends of the subaltern’ pursue a ‘politics of resentment’. In their reply, Le Grange and Aikenhead argue that Enslin and Horsthemke mischaracterise their work by cherry picking from their selected works and by taking their words out of context. They suggest that Enslin and Horsthemke produce their own straw-person arguments that they accuse others of doing. Le Grange and Aikenhead argue that their research programmes seek cognitive justice which is not tantamount to engaging in a politics of resentment. 相似文献
100.
This exploratory study investigated the role and importance of peers in providing personal and academic support for Year 11
female students, enrolled in physics and biology. While these areas of support had been identified in earlier research by
Holland and Eisenhart (1981), this study attempted to investigate further their importance within an Australian context. Questionnaires,
completed by one hundred female students, were analysed using Principal Components Analysis and MANOVA. The statistical analysis
found no significant differences between the six relevant factors and science subjects, however, significant differences emerged
in relation to schools and particular factors. Subsequently, six interviews were conducted with selected students to elaborate
upon the statistical differences that emerged from these results. The interviews corroborated the findings of the quantitative
analysis and provided explanations for these differences. Overall, the results of this study suggest that while the supportive
role provided by peers is similar regardless of the science subject undertaken by a female student this role varies between
schools. 相似文献