全文获取类型
收费全文 | 246篇 |
免费 | 5篇 |
专业分类
教育 | 203篇 |
科学研究 | 11篇 |
各国文化 | 6篇 |
体育 | 6篇 |
文化理论 | 1篇 |
信息传播 | 24篇 |
出版年
2023年 | 2篇 |
2022年 | 4篇 |
2021年 | 2篇 |
2020年 | 2篇 |
2019年 | 9篇 |
2018年 | 10篇 |
2017年 | 9篇 |
2016年 | 16篇 |
2015年 | 7篇 |
2014年 | 13篇 |
2013年 | 51篇 |
2012年 | 5篇 |
2011年 | 3篇 |
2010年 | 7篇 |
2009年 | 8篇 |
2008年 | 8篇 |
2007年 | 2篇 |
2006年 | 4篇 |
2005年 | 5篇 |
2004年 | 9篇 |
2003年 | 2篇 |
2002年 | 6篇 |
2001年 | 5篇 |
2000年 | 7篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1996年 | 2篇 |
1995年 | 2篇 |
1994年 | 2篇 |
1993年 | 3篇 |
1992年 | 6篇 |
1991年 | 8篇 |
1990年 | 6篇 |
1989年 | 1篇 |
1987年 | 4篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1982年 | 2篇 |
1979年 | 2篇 |
1977年 | 1篇 |
1975年 | 2篇 |
1974年 | 1篇 |
1971年 | 1篇 |
1967年 | 1篇 |
1965年 | 1篇 |
1923年 | 1篇 |
1898年 | 1篇 |
1889年 | 1篇 |
排序方式: 共有251条查询结果,搜索用时 15 毫秒
91.
John Preston 《教育政策杂志》2013,28(5):469-482
‘Civil defence pedagogies’ normalise continuous emergency through educational channels such as school, community and adult education. Using critical whiteness studies, and critiques of white supremacy from critical race theory, as a conceptual base, the protection of whiteness, and particularly the white middle‐class family, is considered to be centrally important to civil defence in education. Civil defence is not only classed and state‐centred, but a racialised and eugenic discourse where the state considers not necessarily the survival of the majority of white people, but the continuity of whiteness to be prioritised above the survival of people of colour. Within these policies, the enterprising white, middle‐class, suburban family has provided a key role as main reference, beneficiary, activist and supporter of civil defence pedagogies. Through the use of policy analysis and documentation from the USA in the 1950s and the UK in the 1980s, I discuss representations of the family, race and class in civil defence pedagogies. Although whiteness is contextualised by geography and history, there is congruence in terms of the eugenic tendencies of these seemingly innocuous pedagogies. 相似文献
92.
93.
94.
Danielle Reinhardt Lea A. Theodore Melissa A. Bray Thomas J. Kehle 《Psychology in the schools》2009,46(5):471-488
Homework is an often employed teaching strategy that has strong positive effects on academic achievement across grade levels, content areas, and student ability levels. To maximize academic learning, accuracy of homework should be addressed. The present investigation employed a multiple‐baseline design across academic behaviors to examine the efficacy of randomization of the interdependent group contingency on the homework accuracy of six fourth‐grade students enrolled in a general education class. Results demonstrated that the interdependent group contingency coupled with randomly selected components improved accuracy of homework performance. Specifically, participants demonstrated gains in all three subject areas. Limitations and future research are also addressed. © 2009 Wiley Periodicals, Inc. 相似文献
95.
96.
97.
98.
Conclusion In the past, it was believed that the commitment of scholars to the canons of reason and evidence prevented the ideological
capture of most academic departments. However, such transformations not only take place but do so through strategies that
are likely to render them permanent. In these new circumstances, those holding traditional academic values may find themselves
defined or harassed out of professional existence. As unpleasant as it may be, scholars must learn to recognize and respond
to these attempts, which are likely to become increasingly common in the 1990s. These days, as Machiavelli might say, hiding
from the facts will only hasten one's ruin. 相似文献
99.
Organisational perspectives on the local management of schools: Papua New Guinean case studies 总被引:1,自引:0,他引:1
Associated with the economic adjustments of recent years, there is a trend in many countries for governments to devolve responsibility for logistical support to schools. This paper is a study of factors that can influence the local management necessary for the provision of this support. Drawing from two, largely rural, studies in Papua New Guinea (a national survey and a detailed analysis of community management of 13 schools in a single area), the paper describes the school, its Board of Management and the community as a trio of organisations with theoretically complementary objectives. It points to the inadequacy of general cultural explanations for Board inability to sustain operations over time. It claims that Board members, people in the communities they represent and teachers all have private expectations of their association with schools, which if not met, will undermine commitment. Ensuring these are met, with secondary regulatory action, can reduce the frequency of organisational troughs of apathy. As it is, in Papua New Guinea and elsewhere, the prospect of expectation fulfilment associated with socio-economic advantage means that those with least to gain may refuse to become involved with education systems. 相似文献
100.
Robert A. Cummins Marita P. McCabe Yolanda Romeo Shelley Reid Lea Waters 《International Journal of Disability, Development & Education》1997,44(1):7-19
This paper introduces a new scale to measure the life quality of people with an intellectual disability. The Comprehensive Quality of Life Scale‐‐Intellectual Disability incorporates features that reflect contemporary understanding of the quality of life construct and exists in a parallel form for the general population. Psychometric data are presented and comparisons are made between data collected from 59 people with an intellectual disability, the vicarious responses of each respondent's primary caregiver, and 69 university students. It is concluded that the scale represents a useful instrument to measure comparative life quality. 相似文献