全文获取类型
收费全文 | 135篇 |
免费 | 3篇 |
专业分类
教育 | 90篇 |
科学研究 | 17篇 |
体育 | 10篇 |
文化理论 | 5篇 |
信息传播 | 16篇 |
出版年
2023年 | 2篇 |
2022年 | 4篇 |
2021年 | 6篇 |
2020年 | 6篇 |
2019年 | 10篇 |
2018年 | 11篇 |
2017年 | 5篇 |
2016年 | 4篇 |
2015年 | 5篇 |
2014年 | 6篇 |
2013年 | 26篇 |
2012年 | 1篇 |
2011年 | 6篇 |
2010年 | 10篇 |
2008年 | 10篇 |
2007年 | 3篇 |
2006年 | 2篇 |
2005年 | 1篇 |
2004年 | 1篇 |
2003年 | 2篇 |
2001年 | 1篇 |
1998年 | 1篇 |
1994年 | 1篇 |
1988年 | 2篇 |
1972年 | 1篇 |
1971年 | 1篇 |
1970年 | 1篇 |
1969年 | 3篇 |
1957年 | 1篇 |
1926年 | 2篇 |
1907年 | 2篇 |
1897年 | 1篇 |
排序方式: 共有138条查询结果,搜索用时 15 毫秒
31.
The Bologna Process affects the academic community, particularly faculty members who have to implement the process. This study is an initiative by a group of lecturers to evaluate the perception of faculty members in the implementation of the Bologna Process. The aim was to assess the evolution of their opinion on the process since a 2011 survey, and their degree of agreement with the European Higher Education Area (EHEA). The results show that faculty members call for more adequate training for the new EHEA process and more institutional support. The study reveals the need for greater involvement and collaboration among faculty members to improve the reform process. 相似文献
32.
33.
How do pre-kindergarteners spend their time? Gender,ethnicity, and income as predictors of experiences in pre-kindergarten classrooms 总被引:2,自引:0,他引:2
Diane M. Early Iheoma U. Iruka Sharon Ritchie Oscar A. Barbarin Donna-Marie C. Winn Gisele M. Crawford Pamela M. Frome Richard M. Clifford Margaret Burchinal Carollee Howes Donna M. Bryant Robert C. Pianta 《Early childhood research quarterly》2010
The current paper considers how children spend their time in state-funded pre-kindergarten programs and how time use relates to ethnicity, gender, and family income, based on the assumption that how time is spent in pre-kindergarten is relevant for the programs’ success in narrowing achievement gaps. Classroom observations of 2061 children in 652 pre-k programs in 11 states were analyzed. Findings indicated that the pre-kindergarten day was roughly equally divided among free choice, teacher-assigned activities, and meals/routines. Children spent much of their time in language/literacy, social studies, and art, and less time in math and gross motor activities. Much of the pre-k day was spent in ‘no coded learning activity.’ Children in classes with lower proportions of Latino and African American children and higher average income-to-need ratios were generally engaged in richer and more stimulating experiences. The child-level variables of ethnicity and income were generally unrelated to how children spent their time, above and beyond the effects of classroom-level ethnicity and income. There were generally small, but significant gender differences – always in the gender-stereotyped direction – in how time was spent, especially during free choice time. 相似文献
34.
35.
36.
37.
The reduction of the administrative burden on businesses is an important governmental policy objective. Electronic government is presented as a promising reduction strategy in many countries. Underlying assumptions and mechanisms are hardly ever made explicit and scientific evidence of successful implementations is scarce. This paper presents an assessment of business-to-government systems in use in the Netherlands. Results show that organizational characteristics are the most influencing factors of perceived burden reduction and implementation effectiveness. Whereas perceived organizational benefits positively relate to the overall confirmation of the former system adoption decision. Surprisingly the quantitative, usage related characteristics do not present any statistical relevance. These findings help us understand existing differences in appreciation between business and governmental representatives on the successfulness of e-government projects in reducing the administrative burden on businesses. Furthermore, research results can help to enhance the effectiveness of e-government policy and measurement instruments. 相似文献
38.
Doris H. Kincade Windi D. Turner Oscar J. Solis Elizabeth H. Dull 《The International Journal of Art & Design Education》2019,38(1):47-59
Providing quality feedback that is both positive and effective while maintaining the required student grade confidentiality is a conundrum for faculty. This issue is particularly complex for faculty teaching studio courses (e.g. fashion design) with performance or creativity components where feedback has traditionally been given publicly as desktop reviews in the open studio. The difficulty of giving feedback in the studio‐style classroom is compounded when teaching millennial college students who tend to reject any criticism, public or otherwise, of their work. Previous research on assessment, rubrics and feedback as well as personal experience with studio classes provide background to this evidenced‐based study comparing three feedback and delivery methods: abbreviated rubric, extensive rubric and one‐to‐one meetings (e.g. dialogical assessment) guided by a project list. Grade consistency and ranking of grades were evaluated. Studio projects from a fashion design course were graded across two semesters using the multiple methods. Comparisons were made based on: (a) student reaction, (b) quality of rework and (c) time to grade. The outcomes showed that the one‐to‐one meetings as a feedback and delivery method of assessment had several benefits over two other methods, including added student engagement and improvement of rework. 相似文献
39.
40.
Oscar Valiente Adrián Zancajo Judith Jacovkis 《International Journal of Lifelong Education》2020,39(1):90-103
ABSTRACT The importance of skill formation for young people and the challenges of youth unemployment and underemployment are at the forefront of global development agendas. However, there is still an open debate about the most adequate policy frameworks to tackle these societal challenges and, particularly, about the role that the state and the market should play in the coordination of skills supply and demand. Taking Chile as a case study, the paper analyses how the market model of skill formation is re-contextualised by practitioners and other stakeholders at the local level. Through a realist evaluation approach, the paper tests to what extent the underlying theoretical assumptions of the market model hold up when confronted with the reality of the contexts in which young people, education providers and employers make decisions. The case of Chile is particularly interesting for the comparative literature because of its extreme neoliberal orientation and the centrality of the market in the allocation of resources and opportunities among different social groups. The findings show the limitations of the market for coordinating the supply and demand of skills and its negative consequences on the educational and work prospects of young people, especially the most disadvantaged.. 相似文献