全文获取类型
收费全文 | 929篇 |
免费 | 14篇 |
专业分类
教育 | 739篇 |
科学研究 | 39篇 |
各国文化 | 14篇 |
体育 | 53篇 |
综合类 | 1篇 |
文化理论 | 9篇 |
信息传播 | 88篇 |
出版年
2022年 | 5篇 |
2020年 | 21篇 |
2019年 | 23篇 |
2018年 | 33篇 |
2017年 | 38篇 |
2016年 | 28篇 |
2015年 | 21篇 |
2014年 | 20篇 |
2013年 | 204篇 |
2012年 | 25篇 |
2011年 | 33篇 |
2010年 | 27篇 |
2009年 | 24篇 |
2008年 | 24篇 |
2007年 | 24篇 |
2006年 | 18篇 |
2005年 | 18篇 |
2004年 | 20篇 |
2003年 | 15篇 |
2002年 | 19篇 |
2001年 | 11篇 |
2000年 | 17篇 |
1999年 | 10篇 |
1998年 | 10篇 |
1997年 | 11篇 |
1996年 | 9篇 |
1995年 | 8篇 |
1994年 | 22篇 |
1993年 | 7篇 |
1992年 | 11篇 |
1991年 | 9篇 |
1990年 | 11篇 |
1989年 | 8篇 |
1988年 | 4篇 |
1987年 | 4篇 |
1986年 | 5篇 |
1985年 | 11篇 |
1984年 | 12篇 |
1983年 | 7篇 |
1982年 | 9篇 |
1981年 | 12篇 |
1980年 | 9篇 |
1979年 | 12篇 |
1978年 | 4篇 |
1977年 | 8篇 |
1976年 | 4篇 |
1975年 | 4篇 |
1973年 | 7篇 |
1971年 | 7篇 |
1968年 | 5篇 |
排序方式: 共有943条查询结果,搜索用时 31 毫秒
41.
42.
43.
44.
Gordon Roderick 《Journal of educational administration and history》2007,39(2):193-208
The article begins with a brief introduction to the development of Welsh society and industry between 1870 and 1914. This is followed by a review of Welsh education, especially technical education, in that period, highlighting its backwardness and the factors accounting for that backwardness. The report of the Haldane Commission is then examined against a background of a brief statement of the ‘revisionist’ case. Against the British Retardation theory, the performance of south Wales' industrialists is assessed. This reveals that in contradiction to the ‘revisionist’ view that British industrialists did as well as could have been expected, such was not the case in south Wales. 相似文献
45.
46.
Kerry Shephard John Harraway Tim Jowett Brent Lovelock Sheila Skeaff Liz Slooten 《Environmental Education Research》2015,21(6):805-820
This article addresses the important questions that higher education institutions ask concerning their impact on their students’ sustainability-related attributes ‘How do our students’ worldviews change as they experience higher education with us?’ The process of monitoring such a dynamic entity is fraught with statistical complexity but may not be impossible for an institution willing to ask whether or not its educational efforts in ‘education for sustainability’, ‘education for sustainable development’ or ‘environmental education’, and campus sustainability developments, are paralleled by changes in the attitudes of its students. We describe here a longitudinal survey process based on the revised New Ecological Paradigm scale, with two cohorts of students, in three programmes of study, operating over four years, with multiple survey inputs by each student. We implemented the longitudinal analysis using a linear mixed-effects model and describe here the development and testing of this model. We conclude that higher education institutions can benchmark the sustainability attributes of their students and monitor changes, if they are minded to. We invite higher education practitioners worldwide to join us in further developing suitable research instruments, processes and statistical models, and in further analysing the assumptions that link higher education to sustainability and to global citizenship. 相似文献
47.
48.
Caroline Coles, Headteacher of Horton Lodge School in Staffordshire, and Liz Zsargo, Lecturer in Conductive Education at Keele University, consider the development of Conductive Education (CE) in the UK, and place it in the context of some of the sociological analyses of disability. They argue that CE can provide the basis for an educational model of disability (in which disability is seen as a result of a complex interaction between the environment and the individual), that all children have the right to an education suitable for their needs, and that a lack of access to an appropriate education can be a disabling factor. 相似文献
49.
50.
Liz Sperling 《Gender and education》1991,3(2):199-213
In the current climate of change and expansion in higher education, a danger exists that mature women students will not be given equitable access because the fundamental barriers to their full participation are not acknowledged. As a result, adequate support and academic facilities, such as childcare, woman‐friendly courses, teaching and assessment methods, sympathetic timetables and counselling services, are not provided for them. This paper examines the barriers that mature women wishing to enter higher education have to overcome, and suggests solutions that would facilitate the dismantling of these. 相似文献