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981.
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983.
Irish society has experienced unprecedented demographic change since the turn of the twenty-first century, and increasingly, educators are facing the prospect of having to respond to the changing nature of cultural diversity in their classrooms. Traditionally characterised as ‘Catholic, white and Gaelic’, Irish schools are said to be finding it difficult to recognise and acknowledge new expressions of race, culture and religion. This paper focuses on the challenges facing educationalists in responding to cultural diversity within the Republic of Ireland. Drawing on empirical research conducted in Irish schools, we frame the discussion around a number of practical issues, namely, school dress, curriculum content and academic attainment, and explore the findings using liberal and critical multicultural theories. Finally, the paper contains philosophical discussion of the challenge of responding to cultural diversity and the implications this raises for policy and practice in Ireland. 相似文献
984.
People living with dementia may live in relationship with partners, family members, and significant others. Dementia has been shown to impact on such relationships but relationships also impact on the dementia condition. Thirteen people took part in the study: all were caring for a person living with dementia and two were themselves living with dementia. Semi-structured interviews were conducted with participants focusing on changes in close relationships, including changes in intimate (sexual) relationships where appropriate. Interviews were audiotaped, transcribed, and analyzed using thematic analysis. Four main themes were identified: changes in couple relationships; changes in non-partner relationships; talking about oneself in relationship; and talking about people with dementia in relationship. In conclusion, participants’ lived experiences highlight the need for ongoing relational support and an education-based counseling program that could potentially address many of participants’ highlighted needs. 相似文献
985.
Sherry Mee Bell R. Steve McCallum Mary Ziegler C. A. Davis MariBeth Coleman 《Annals of dyslexia》2013,63(3-4):187-200
The purpose of this paper is to describe briefly the development and utility of the Assessment of Reading Instructional Knowledge-Adults (ARIK-A), the only nationally normed (n?=?468) measure of adult reading instructional knowledge, created to facilitate professional development of adult educators. Developmental data reveal reliabilities ranging from 0.73 to 0.85 for five ARIK-A scales (alphabetics, fluency, vocabulary, comprehension, and assessment) and 0.91 for the composite score; factor analytic data and expert review provide support for construct validity as well. Information on how to use the ARIK-A to determine mastery and relative standing is presented. With two alternate forms, the ARIK-A is a promising and needed tool for adult education practitioners within continuing education and professional development contexts. 相似文献
986.
This article reports university/school partnership in research and development over a decade of unprecedented change in England. The programme of work evolved through three distinct phases in response to formative evaluations of each stage and changing circumstances. This could be conceived as action research on three levels: the classroom, the school and the partnership. The success of the collaboration is evaluated by reference to Anderson & Herr's (1999) five validity criteria for practitioner research: outcome validity, process validity, democratic validity, catalytic validity and dialogic validity 相似文献
987.
The unexpected journey: renewing our commitment to students through educational action research 总被引:2,自引:2,他引:0
Helen Meyer Bennyce Hamilton Steve Kroeger Stephanie Stewart Mary Brydon-Miller 《Educational Action Research》2013,21(4):557-574
This article presents four cases of journeys of discovery and renewal, and the unexpected learning that results from exploring our practice with others. The authors are three classroom teachers – Steve, Stephanie and Bennyce – all of whom took part in a year-long action research sequence and the two professors – Helen and Mary – who co-taught these courses. Taking part in this process, whether as teachers or students, we gained new insights into important relationships that are too frequently taken for granted in busy teaching days, and discovered, in doing so, a renewed commitment to both our students and to the power of action research to bring about change 相似文献
988.
Mary Esther McWhirter 《Religious education (Chicago, Ill.)》2013,108(5):301-305
989.
Mary D. Hinton 《Religious education (Chicago, Ill.)》2013,108(1):18-37
The article suggests that Religious Education, in practice and as a field, will benefit by exploring the history and practice of Religious Education in the Black church. Using examples from the history, curriculum, and process of Religious Education in the historic Black church, the article argues that the Black church offers a dynamic educational example for religion scholars and religious educators. The importance of reinvigorating Religious Education in the Black church is discussed and recommendations for future practice are made. 相似文献
990.
This study replicated and extended a study on compliance‐resisting and found that the factors of Intimacy and Rights to Resist each had predictable influences on strategy construction. Utilizing both constructed strategies and preference rating methods, similar situational effects on strategy selection were determined for negotiation, justification, and positive identity management strategies. For example, both procedures indicated that positive identity management strategies were selected more frequently in intimate situations than in nonintimate situations and both procedures indicated that rights to resist was not associated with this strategy selection. However, comparison of the methods indicated that participants underreported the likelihood‐of‐use of negative relational strategies in intimate situations and generally overreported the likelihood‐of‐use of positive identity management strategies. Recommendations for future research were discussed. 相似文献