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201.
Mike Juggins 《The International Journal of Art & Design Education》2000,19(2):224-231
This article describes the experiences of a mature dyslexic university art student in a predominantly word-based education system. An autobiographical form is used, placing the writer's personal experience into broader contexts where commentary is made on typical as opposed to good practice. The paper concludes by offering some recommendations which would be beneficial for all art students, but are absolutely vital for dyslexic students. 相似文献
202.
Margaret Robertson Rex Walford Colin Barr Mike Morrish Frances Francis 《Cambridge Journal of Education》2000,30(3):421-438
The Land Use-UK Project was conducted with the support of teachers and students in schools throughout the UK. At the time they acted as surveyors of the landscape and, as well as mapping the land use, students recorded their perceptions of what they had seen together with their views for the future. Referred to now as the 'Views and Visions Project', these collective opinions from mostly whole class groups of students provide a database of 1287 responses. Along with the richness of discovery and meaning which the readings of these narratives of landscape experience provide, there have been many decisions to be made regarding the appropriate style and strategies needed for development of the data and interpretation and analysis of the research. This paper provides a reflection on the methodological decisions taken from the personal perspective of the authors as well as some critical comment on the limitations and possibilities of this essentially qualitative research approach. 相似文献
203.
This paper describes an investigation of pupil and parent attitudes towards bullying, comparing attitudes with bullying behaviour.
747 parents and 326 children aged 6 to 11 from four primary schools completed the Parental Attitudes to Bullying Scale and
the Children’s Attitudes to Bullying Scale. Most were found to be largely sympathetic towards victims, supportive of intervention,
but less understanding towards bullies. There was little association between parental and children’s attitudes, nor did parent
attitudes predict children’s behaviour, although there was a link between the children’s attitudes and their behaviour. Mothers
were more sympathetic than fathers, but there were no sex differences among children. Children with more siblings were more
likely to bully others. 相似文献
204.
The present lack of trusted archiving of electronic periodicals is probably one of the main factors preventing a faster move away from the printed journal. This article considers – from a publisher's and a librarian's perspective – all aspects of the electronic archiving, from what should be archived, to who should carry out the archiving. 相似文献
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With qualitative research apparently threatened by big data, researchers, editors, educators, librarians, and publishers need to understand the mix of research methods used in their field to guide decision making. In response, this study assesses the prevalence and citation impact of academic research between 1996 and 2019 that reports one of four common methods to gather qualitative data: interviews, focus groups, case studies, and ethnography. With minor exceptions, the prevalence of qualitative data has increased, often substantially, since 1996. In addition, all 27 broad fields (as classified by Scopus) now publish some qualitative research, with interviewing being by far the most common approach. The citation impact of interview and focus group research mostly decreased over time, whereas of case study citation impact increased, and ethnography was above average in its two core subject areas. This suggests that methods teachers, researchers, editors, librarians, and publishers should be increasingly open to the value of qualitative data. 相似文献
210.
Chris James Michael Connolly Steve Brammer Mike Fertig Jane James Jeff Jones 《School Leadership & Management》2014,34(2):104-119
In England, governing bodies continue to be responsible for the conduct of publicly funded schools. This article compares the governing of publicly funded primary schools (for 5–11 year olds) and secondary schools (for 11–18 year olds). The research analysed policy documents and the governing of 16 primary and 14 secondary schools. The main governance mode for both primary schools and secondary schools is hierarchical and similar in nature, and the governing bodies of primary and secondary schools use broadly similar governing instruments. However, they differ in significant ways. In primary schools, governing is smaller in scale and less complex. Primary school governing is closer to the school and children, and the images held by governors of the system to be governed are better developed in primary schools. Functional knowledge was more useful in primary school governing, and the use of informal meetings as instruments of governance was more widespread in primary school governing. The findings and their implications need to be taken into account in the analysis of and policy making for school governing. 相似文献