全文获取类型
收费全文 | 1731篇 |
免费 | 44篇 |
专业分类
教育 | 1338篇 |
科学研究 | 93篇 |
各国文化 | 24篇 |
体育 | 116篇 |
文化理论 | 26篇 |
信息传播 | 178篇 |
出版年
2023年 | 20篇 |
2022年 | 32篇 |
2021年 | 32篇 |
2020年 | 60篇 |
2019年 | 101篇 |
2018年 | 126篇 |
2017年 | 118篇 |
2016年 | 101篇 |
2015年 | 75篇 |
2014年 | 95篇 |
2013年 | 320篇 |
2012年 | 85篇 |
2011年 | 60篇 |
2010年 | 77篇 |
2009年 | 38篇 |
2008年 | 60篇 |
2007年 | 46篇 |
2006年 | 22篇 |
2005年 | 28篇 |
2004年 | 34篇 |
2003年 | 23篇 |
2002年 | 34篇 |
2001年 | 13篇 |
2000年 | 25篇 |
1999年 | 13篇 |
1998年 | 15篇 |
1997年 | 8篇 |
1996年 | 14篇 |
1995年 | 7篇 |
1994年 | 10篇 |
1993年 | 9篇 |
1992年 | 7篇 |
1991年 | 12篇 |
1990年 | 9篇 |
1989年 | 8篇 |
1988年 | 9篇 |
1987年 | 3篇 |
1986年 | 6篇 |
1985年 | 2篇 |
1982年 | 2篇 |
1981年 | 1篇 |
1980年 | 5篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1973年 | 2篇 |
1972年 | 1篇 |
1967年 | 1篇 |
排序方式: 共有1775条查询结果,搜索用时 15 毫秒
961.
Maria Liakopoulou 《European Journal of Education》2011,46(4):474-488
Since 1980, the recruitment of teachers in many countries has followed a systematic certification procedure, i.e. a selection procedure according to criteria set by the State which are considered the minimum qualification for entrance into the profession. The term used in the last few years to define the desired level of qualification of teachers is competence. The purpose of this article is two-fold: a) to review the relevant literature and research in order to record those qualifications that ensure teachers' pedagogical competence at international level, and b) to present the Greek case — a State that evaluates teachers' pedagogical competence before they become a part of the teaching profession — in order to reveal the strengths and limitations of this evaluation process. In brief, assessing teachers' pedagogical competence is a difficult and complex procedure, as competence is ensured through the acquisition of multiple — in terms of amplitude and content — qualifications. Assessing the acquisition of these qualifications is based, to a great extent, on the procedures followed and the practices of evaluation adopted. Given that contemporary research has triggered a relevant discussion in a context of pedagogical knowledge that secures pedagogical competence, assessing the acquisition of this knowledge is, to a certain degree, possible. The evaluation of pedagogical and teaching skills and opinions is more difficult, and the monitoring of viewpoints, attitudes and beliefs, as well as capabilities, is even more difficult. 相似文献
962.
Maria Meletiou‐Mavrotheris Efstathios Mavrotheris Efi Paparistodemou 《Teaching Statistics》2011,33(1):2-8
We provide an overview of EarlyStatistics, an online professional development course in statistics education targeting European elementary and middle school teachers. The course facilitates intercultural collaboration of teachers using contemporary technological and educational tools. An online information base offers access to all of the course content and resources. 相似文献
963.
Maria Araceli Ruiz-Primo 《Studies in Educational Evaluation》2011,37(1):15-24
This paper focuses on an unceremonious type of formative assessment - informal formative assessment - in which much of what teachers and students do in the classroom can be described as potential assessments that can provide evidence about the students’ level of understanding. More specifically, the paper focuses on assessment conversations, or dialogic interactions or exchanges, which continuously happen in the classroom and that are at the center of informal formative assessment. It is argued that assessment conversations make students’ thinking explicit in an unobtrusive manner, and when students’ thinking is explicit, it can be examined, questioned, and shaped as an active object of constructive learning. The paper conceptualizes informal formative assessment at the center of effective instructional activities with the use of instructional dialogues as assessment conversations, a typical informal formative assessment practice. The paper then presents a discussion about the evidence on the effect of assessment conversations on student learning. 相似文献
964.
What a difference a day makes: Estimating daily learning gains during kindergarten and first grade using a natural experiment 总被引:1,自引:0,他引:1
Knowing whether time spent in formal schooling increases student achievement, and by how much, is important for policymakers interested in determining efficient use of resources. Using the ECLS-K, we exploit quasi-randomness in the timing of assessment dates to examine this question. Conservative estimates suggest a year of school results in gains of about one standard deviation above normal developmental gains in both reading and math test scores. The results are statistically significant and extremely robust to specification choice, supporting quasi-randomness of test dates. Estimates of skill accumulation due to formal schooling do not vary based on socioeconomic characteristics. 相似文献
965.
966.
An analytical framework for the cross-country comparison of higher education governance 总被引:2,自引:0,他引:2
In this article we provide an integrated framework for the analysis of higher education governance which allows us to more systematically trace the changes that European higher education systems are currently undergoing. We argue that, despite highly insightful previous analyses, there is a need for more specific empirically observable indicators of policy change and inertia. We therefore propose a systematic classification of empirical indicators of higher education governance. To do so, we look at three historically entrenched and still highly relevant European models of higher education??academic self-governance, the state-centered model and the market-oriented model. Based on these broader overarching models which reflect the tensions between the state, market and academia, we develop three ideal-types that take internal university governance as well as the role of the state and external stakeholders into account. Against this background, we derive empirical indicators with regard to the institutional balance of power, financial governance, personnel autonomy and substantive matters. Our analytical contribution shall enable scholars, and in particular political and social scientists, to trace ongoing patterns of change and convergence as well as persistence and inertia in higher education governance arrangements. 相似文献
967.
968.
969.
970.
Rosa Maria Bottino 《Education and Information Technologies》2007,12(2):93-105
The idea of using the internet as a platform to mediate social interactions and learning at different levels has progressively
affirming itself, and this has given rise to a huge number of spontaneous and planned collectives, which are often described
as on-line learning networks. On-line learning networks create value through the combination of content and people’s knowledge.
They can vary widely in the strength and permanence of their connections and the resources necessary to maintain them. Aspects
of both a pragmatic and social nature need to be carefully considered in the process of initiation of on-line learning communities.
This paper considers learning networks from the perspective of the potential they offer to the strengthening of relationships
among institutions, groups, and people sharing a common interest in computer-enhanced learning. Some case studies are analysed
and an analytical framework is sketched out to guide observations and to provide a lens through which case studies can be
interpreted. The final goal is to delineate a reference for identifying strong and weak elements in virtual networks and to
examine under what conditions they are succeeding. In addition, some possible scenarios for on-line networks are delineated
along two main lines: the organisation and structure of the network and its level of establishment.
相似文献
Rosa Maria BottinoEmail: |