全文获取类型
收费全文 | 426篇 |
免费 | 5篇 |
专业分类
教育 | 338篇 |
科学研究 | 27篇 |
各国文化 | 1篇 |
体育 | 22篇 |
文化理论 | 4篇 |
信息传播 | 39篇 |
出版年
2023年 | 1篇 |
2022年 | 4篇 |
2021年 | 13篇 |
2020年 | 12篇 |
2019年 | 16篇 |
2018年 | 25篇 |
2017年 | 25篇 |
2016年 | 17篇 |
2015年 | 13篇 |
2014年 | 23篇 |
2013年 | 84篇 |
2012年 | 18篇 |
2011年 | 16篇 |
2010年 | 11篇 |
2009年 | 11篇 |
2008年 | 9篇 |
2007年 | 10篇 |
2006年 | 6篇 |
2005年 | 12篇 |
2004年 | 10篇 |
2003年 | 9篇 |
2002年 | 6篇 |
2001年 | 3篇 |
2000年 | 2篇 |
1999年 | 2篇 |
1998年 | 4篇 |
1997年 | 2篇 |
1996年 | 11篇 |
1995年 | 4篇 |
1994年 | 4篇 |
1993年 | 2篇 |
1992年 | 4篇 |
1991年 | 5篇 |
1990年 | 5篇 |
1989年 | 3篇 |
1988年 | 2篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 4篇 |
1983年 | 2篇 |
1982年 | 5篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 3篇 |
1978年 | 1篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1967年 | 1篇 |
1966年 | 1篇 |
排序方式: 共有431条查询结果,搜索用时 31 毫秒
351.
352.
Neural Correlates of Face Familiarity in Institutionally Reared Children With Distinctive,Atypical Social Behavior
下载免费PDF全文
![点击此处可从《Child development》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Ana R. Mesquita Jay Belsky Alberto Crego Inês Fachada Paula Oliveira Adriana Sampaio Isabel Soares 《Child development》2015,86(4):1262-1271
Although the impact of early adverse experience on neural processing of face familiarity has been studied, research has not taken into account disordered child behavior. This work compared the neural processing of familiar versus strangers' faces in 47 institutionalized children with a mean age of 54 months to determine the effects of (a) the presence versus absence of atypical social behavior and (b) inhibited versus indiscriminant atypical behavior. Results revealed a pattern of cortical hypoactivation in institutionalized children manifesting atypical social behavior and that inhibited children displayed larger neural response to a caregiver's face than to the stranger's, while indiscriminant children did not discriminate between stimuli. These findings suggest that neural correlates of face familiarity are associated with social functioning in institutionalized children. 相似文献
353.
354.
Kimberley Alkins Linda Banks-Santilli Paula Elliott Nicole Guttenberg Mieko Kamii 《Equity & Excellence in Education》2013,46(1):65-73
On November 16, 1972, U. S. District Judge John H. Pratt ruled in Adams v. Richardson. Following is the complete text of the decision. 相似文献
355.
Paula M. Fleming 《Equity & Excellence in Education》2013,46(1):87-90
This article discusses how an experimental social science curriculum has influenced Latina/o students' perspectives of their potential to graduate high school and attend college. The curriculum, which is called the Social Justice Education Project (SJEP), requires students to adopt a serious academic subjectivity to analyze and address social conditions that may undermine their future opportunities. The curriculum reflects graduate-level seminars in critical theory and participatory action research. Many students in the first cohort to participate in the program were labeled “at risk” of dropping out. These students not only graduated but also excelled with the advanced-level course work. Their exposure to advanced-level work was the best measure for preventing their premature departure from high school as well as preparation for college. The article concludes with recommendations for how universities can work with local schools to foster the type of academic climate that is conducive to success. 相似文献
356.
Paula R. Golombek 《Teachers and Teaching》2013,19(3):307-327
In the practice of teacher education, most would agree that critical reflection in and on the process of learning to teach and the activities of teaching play a central role in teachers' professional development. Using Vygotskian sociocultural theory, we examine how narrative inquiry functions as a culturally developed tool that mediates teachers' professional development. We analyzed narratives written by three teachers of English as a second/foreign language set in three different instructional contexts. Our analysis suggests an interwoven connection between emotion and cognition, which drove these teachers to search for mediational tools to help them externalize their experiences. The activity of engaging in narrative inquiry created a mediational space where teachers were able to draw upon various resources, such as private journals, peers and ‘expert’ or theoretical knowledge, that allow them to reconceptualize and reinternalize new understandings of themselves as teachers and their teaching activities. The intersection of experiential and ‘expert’ knowledge provided a discourse through which these teachers named experiences and constructed a basis upon which they grounded their transformed understandings of themselves as teachers and their teaching. Depending on where these teachers were in their professional development when they wrote their narratives, we uncovered evidence of idealized conceptions of teaching with commitment to action as well as the transformation of teachers' material activities. Implications for the role teachers' narrative inquiry may play in teacher education programs are provided. 相似文献
357.
Paula Frederica Hunt 《International Journal of Inclusive Education》2013,17(4):461-476
This article offers a comparative analysis of the Salamanca Statement and Framework for Action, and the Individuals with Disabilities Education Improvement Act, within a critically discursive framework. The author creates the notion of possibilities of practice, and analyses each policy document as to how these are created, by means of interdiscursive, intertextual and recontextual analyses. In turn, the author demonstrates how each policy differs in the textual dimensions that represent themes of social representation/construction, such as: how pupils are constructed; how schooling is constructed; how inclusion/exclusion is constructed; how teacher preparation is constructed; and how resource allocation is constructed (or constricted). Finally, the author discusses the policy that best allows for possibilities of practice that promote the inclusion of ALL children. 相似文献
358.
Marja Randelin Terhi Saaranen Paula Naumanen Veikko Louhevaara 《Education and Information Technologies》2013,18(1):95-111
Promoting well-being at work in the context of sustainable development is a complex and dynamic issue. To enhance sustainable well-being at work, organizational learning (OL) is one requirement. The purpose of this study was to identify and describe the characteristics of the learning program of the ergonomics ‘the Ergonetti’ that promote sustainable well-being at work implemented in the small- and medium-sized enterprises (SMEs). The data was gathered through individual thematic interviews of 14 students who participated in the study and carried out the learning tasks in 10 different SMEs. The data was analyzed using inductive content analysis in the frame of sustainable well-being at work and organizational learning. The characteristics of the learning program of ergonomics that promoted sustainable well-being at work related to the categories describing worker’s individual capabilities and competence, work organization and environment, and leadership. The results suggest that, in the light of promoting sustainable well-being at work the learning program of ergonomics may be considered an efficient and straightforward distance learning program accessible through the Internet. In addition, sustainable well-being at work through learning is rarely being in focus of occupational health research. 相似文献
359.
Ana Paula da Silva 《Soccer & Society》2014,15(1):36-47
The aim of this essay is to map out the racial discourses of the 1950s, particularly those pertinent to the 1958 Soccer World Cup, in order to better understand the main ideas about race, which were in vogue at the time when Edson Arantes do Nascimento (Pelé) became (inter)nationally famous as a great sports star. The essay argues that Pelé’s statements regarding race and race relations in Brazil were inherently based on the discourses prevalent among academics and Brazil’s black activists during the 1950s. Pelé’s professional asceticism and his belief in individualism, cultivated during his youth in the city of Bauru, were further reinforced by the racial discourses of the 1950s. These views led him to believe that any discrimination he might encounter due to his colour and class could be overcome with a disciplined and professional attitude. Today, this sort of ascetic view of the world has been accused by certain segments of Brazil’s black movements as being insufficient to overcome the supposedly irresolvable inequalities that exist between Brazil’s black and white populations. Pelé, however, has not changed his position regarding anti-black discrimination, choosing to continue to emphasize professionalism and discipline as the two most formidable tools in the fight against racial discrimination and inequality. 相似文献
360.
Organizational rhetoric in the prospectuses of elite private schools: unpacking strategies of persuasion 总被引:1,自引:0,他引:1
The way in which private schools use rhetoric in their communications offers important insights into how these organizational sites persuade audiences and leverage marketplace advantage in the context of contemporary educational platforms. Through systemic analysis of rhetorical strategies employed in 65 ‘elite’ school prospectuses in Australia, this paper contributes to understandings of the ways schools’ communications draw on broader cultural politics in order to shape meanings and interactions among organizational actors. We identify six strategies consistently used by schools to this end: identification, juxtapositioning, bolstering or self-promotion, partial reporting, self-expansion, and reframing or reversal. We argue that, in the context of marketization and privatization discourses in twenty-first-century western education, these strategies attempt to subvert potentially threatening discourses, in the process actively reproducing broader economic and social privilege and inequalities. 相似文献