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991.
K. B. Turner David Giacopassi Margaret Vandiver 《Journal of Criminal Justice Education》2013,24(1):181-195
The authors reviewed 18 criminal justice and 13 policing texts published since 2000 to explore the amount of coverage these texts give to the relationship between slavery, slave patrols, and the early American criminal justice system. To provide a basis for comparison, 14 introductory texts published in the 1970s were also reviewed. We found coverage of topics related to slavery to be nearly nonexistent in the 1970s texts and to be perfunctory in the majority of the current texts. We argue that given slavery’s importance to American history, introduction to criminal justice and policing texts should be more comprehensive in their discussions regarding how this peculiar institution shaped American criminal justice and law enforcement. 相似文献
992.
This article explores how students' mathematical representations can be used as formative assessments. We introduce a framework for teaching and learning that integrates representations as instructional and assessment tools, and illustrate these uses of student representations with reference to a study conducted with 250 5th-grade students. This study focused on students' ability to recognize and use a variety of representations of the fraction concept. Finally, we discuss the implications of the framework for teacher knowledge and classroom practice. 相似文献
993.
Inasmuch as educational research is concerned with individual student assessment and development, it is surprising that single-subject designs are not more readily utilized in classroom-based action research. The purpose of this article is to emphasize benefits of single-subject research in the K-12 setting, given that teachers teach and assess individual students, the availability of individual student data, the uniqueness of all students' needs, and the ease with which data can be summarized and analyzed. A basic framework for conducting single-subject research is provided with the use of examples and discussion. 相似文献
994.
995.
Sue Sharpe 《Sex education》2013,13(3):263-277
This article explores young people's views and beliefs about homosexuality. It is based on data from the Respect study, a multi-method project which involved over 1700 young people aged 11-16 in schools in various UK locations (including Northern Ireland), and from some marginal groups including a gay and lesbian group. Gendered patterns in attitudes to homosexuality and expressions of homophobia are described and examined, the latter generally expressed through the homosocial groups that most inhabit in the early and mid-teens. Some of the ways in which their views are constructed are suggested. Homosexuality for these young people appears to be more a label than 'real', allowing homophobic discourse to keep it distanced and denigrated. But despite strong expressions of homophobia amongst young people, emerging counter-currents were in evidence, often ill-informed and contradictory, but ones that are in urgent need of clarification and broadening out through information and discussion. The views and experiences of young people in the study who had struggled with the process of coming out as gay or lesbian demonstrate the impact of the cultural context of homophobia. These findings have several implications for sex education practice. 相似文献
996.
Meesha Warmington Susan E. Stothard Margaret J. Snowling 《Journal of Research in Special Educational Needs》2013,13(1):48-56
Although there are a number of standardised measures to assess dyslexia in children, there are comparatively fewer instruments suitable for the assessment of dyslexia in adults. Given the growing number of students entering UK higher education institutions, there is a need to develop reliable tools for assessing the additional needs of those with dyslexia and related difficulties. This study reports data from a revised version of the York Adult Assessment: An Assessment Battery for Dyslexia Screening in Higher Education. The current York Adult Assessment‐Revised (YAA‐R) is an assessment battery consisting of tests of reading, spelling, writing and phonological skills. Data from a normative sample of 106 adults without dyslexia and a validation sample of 20 adults with dyslexia illustrate significant group differences on the tests comprising the YAA‐R. Additionally, the YAA‐R has good discriminatory power yielding 80% sensitivity and 97% specificity. Taken together, the YAA‐R is a suitable test battery for the assessment and identification of dyslexia in university students. 相似文献
997.
Abstract This article reviews research on pedagogies associated with the use of information and communications technology (ICT) in primary and secondary schools. We propose a framework for examining pedagogical practices based on an analysis of the nature of pedagogy as revealed in the literature. In the light of this framework we discuss empirical evidence of the use of different types of ICT in different subjects and phases of education. We identify pedagogical issues associated with ICT use and their implications for teachers' pedagogical reasoning and practices. The evidence suggests that new affordances provided by ICT-based learning environments require teachers to undertake more complex pedagogical reasoning than before in their planning and teaching that incorporates knowledge of specific affordances and how these relate to their subject-based teaching objectives as well as the knowledge they have always needed to plan for their students' learning. In addition the research shows that teachers' beliefs about the value of ICT for learning and the nature of successful learning environments are important in teachers' pedagogical reasoning 相似文献
998.
Garrett John Mcauliffe Tim Grothaus Margaret Jensen Rebecca Michel 《International journal for the advancement of counseling》2012,34(2):118-135
Multicultural counseling is often promoted as a core element in counselor development. As such, educational efforts aim to
increase counselors’ cultural relativism, or their ability to recognize their own enculturation and to appreciate the value
of other cultural norms. This mixed qualitative-quantitative study explored the relationship between counselor and human service
professional trainees’ moral development levels and their cultural assumptions after they had experienced a course in cultural
diversity. Four themes were noted: (i) reflexivity about culture, (ii) orientation toward activism and advocacy, (iii) differences
in attitudes toward sexual orientation and religion, and (iv) increased alertness to culture. Implications for culturally
alert practice are discussed. 相似文献
999.
Fully online courses are becoming progressively more popular because of their “anytime anywhere” learning flexibility. One of the ways students interact with each other and with the instructors within fully online learning environments is via asynchronous discussion forums. However, student engagement in online discussion forums does not always take place automatically and there is a lack of clarity about the ideal role of the instructors in them. In this article, we report on our research on the quality of discussion in fully online courses through analysis of discussion forum activities. We have conducted our research on two large fully online subjects for computing students over two consecutive semesters and used a grounded theoretic approach for data analysis. Our results reveal what students and instructors consider as quality interaction in fully online courses. We also propose two frameworks based on our findings that can be used to ensure effective online interaction. 相似文献
1000.
Margaret Jollands Lesley Jolly Tom Molyneaux 《European Journal of Engineering Education》2012,37(2):143-154
This paper explores what work readiness means for two cohorts of graduate engineers, one from a traditional curriculum, the second from a largely project-based curriculum. Professional bodies and employers have defined a set of attributes for engineering graduates so that graduates will be ‘work ready’. Problem-based learning (PBL) is claimed to be a suitable approach to develop such skills. The graduates were interviewed some months after starting work, along with their managers. All the graduates recognised the benefits of taking PBL subjects as well as vacation work, with success in communication attributed more to PBL. Both cohorts had similar learning outcomes, high skill levels in project management, problem solving, communication skills, research and sustainability. A skills gap in ethics was identified for both cohorts of graduates and their managers. Further work is planned to link skill development with undergraduate learning experience. 相似文献