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161.
Noel Gough 《The Australian Educational Researcher》2009,36(2):1-19
Australia is often portrayed as a place in which young people are in jeopardy. In 19th century literature and art, the recurring
motif of a child lost in “the bush” became an increasingly significant dimension of European settlers’ experiences of Australia,
whereas during the latter half of the 20th century analogous cultural narratives shifted towards urban environments and the
plight of young people endangered by their parents’ generation. In contemporary popular culture, Australia’s cities and suburbs
are places where children are aborted, abandoned, exploited, murdered or never conceived. Like the bush-lost children before
them, these “at risk” young people symbolise adult fears of self, society, and the future. My concern is that the most common
public policy response to these persistent fears and insecurities is to retreat to a politics of complexity reduction. Many
politicians and public opinion leaders see teachers and schools as being in the vanguard of people and institutions dedicated
to Australian children’s educational ruin, and simplistically seek to “protect” them with blunt instruments such as back-to-phonics
literacy and a national curriculum. I argue that Australia’s young people are much more seriously endangered by the symbolic
violence of those who position them as docile receptors of whatever schools and teachers serve up to them, and who treat them
as passive screens upon which to project their own anxieties. 相似文献
162.
ABSTRACT This essay examines communication's historical anxieties regarding disciplinary legitimacy as an investment in whiteness. We argue that such anxieties are predicated upon a normative ideal of citizenship. As such, rhetorics of disciplinary legitimacy enact white civil society's originary exclusion, which is antiblackness. To illuminate the ways antiblackness finds expression in these anxieties, we engage the field's lengthy archive of public musings regarding legitimacy to trace the rhetorical workings of antiblackness therein. 相似文献
163.
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165.
Within a broad notion of “the field”, teachers using field‐based methods work towards many different educational aims, some implicit and others explicit. Particular aims are examined, and some types of field activity are seen to be better for achieving certain aims than others. Types of field excursion are classified and some special learning benefits of working in the field are suggested. Field teachers should set clear learning objectives and carefully plan and select the experiences they intend students to have, taking into account educational aims, time available, distance, student readiness, and availability of localities and resources. Thorough briefing and debriefing are important in maximising field learning. 相似文献
166.
167.
Anna Parpala Sari Lindblom-Ylänne Erkki Komulainen Noel Entwistle 《Learning Environments Research》2013,16(2):201-215
The study examined the use of the modified Experiences of Teaching and Learning Questionnaire (ETLQ) in the Finnish context by focusing on its factor structures and comparing them with those for British data. A total of 2,509 Finnish and 2,710 British students completed the questionnaire. The comparison of the factor structures were conducted using exploratory structural equation modelling (ESEM) and a transformation analysis. Although the differences between the factor structures prevented a combined analysis, the structures were highly similar in the two contexts. The ETLQ appears to be a sufficiently robust and reliable instrument for use across countries and, in addition, at either the level of the degree subject or the single course module. 相似文献
168.
Kara Noel 《Legal Reference Services Quarterly》2013,32(4):245-267
This article examines the role of law libraries with respect to free Web-based legal information sites and the lack of access to low-cost legal advice. The legal profession's reaction to these sites and suggestions on how to address professional and ethical concerns are discussed. 相似文献
169.
Dr David Dickson Owen Hargie Noel Wilson 《Journal of Applied Communication Research》2013,41(2):128-160
Four large organizations, two each from the private and public sectors of the Northern Ireland economy, were selected for this study which, first, explored the effects of religion-based workforce difference on intergroup relationships, second, investigated the contribution of organizational sector to communicative differences, and third, gauged the effects of group-based negativity on the flow and distribution of functional information within the organization. Little evidence of intergroup conflict was found although employees expressed a desire for greater quantity and quality of outgroup contact. Significant differences between the private and public bodies emerged in this respect. Contrasts were consistent with general organizational differences typifying the sectors. Findings are discussed in relation to diversity management and the characteristics of organizational sectors. 相似文献
170.
In 1997 and 1998 students entering primary and early childhood courses at a rural Australian university were surveyed about their attitudes towards the teaching of Asian Studies. This paper presents the results of this survey. It further considers the extent to which the students' prior study of Asian language, Asian Studies or their personal experience of travel in Asia influenced their views of the importance of teaching Asian Studies and their feelings of competence in teaching Asian Studies. Implications for teacher education institutions and education systems are explored. 相似文献