全文获取类型
收费全文 | 480篇 |
免费 | 9篇 |
专业分类
教育 | 388篇 |
科学研究 | 28篇 |
各国文化 | 2篇 |
体育 | 30篇 |
文化理论 | 5篇 |
信息传播 | 36篇 |
出版年
2022年 | 2篇 |
2021年 | 2篇 |
2020年 | 8篇 |
2019年 | 11篇 |
2018年 | 17篇 |
2017年 | 14篇 |
2016年 | 20篇 |
2015年 | 6篇 |
2014年 | 13篇 |
2013年 | 99篇 |
2012年 | 17篇 |
2011年 | 10篇 |
2010年 | 9篇 |
2009年 | 15篇 |
2008年 | 20篇 |
2007年 | 18篇 |
2006年 | 7篇 |
2005年 | 9篇 |
2004年 | 13篇 |
2003年 | 10篇 |
2002年 | 7篇 |
2001年 | 10篇 |
2000年 | 5篇 |
1999年 | 5篇 |
1998年 | 10篇 |
1997年 | 10篇 |
1996年 | 10篇 |
1995年 | 6篇 |
1994年 | 11篇 |
1993年 | 6篇 |
1992年 | 2篇 |
1991年 | 11篇 |
1990年 | 6篇 |
1989年 | 3篇 |
1987年 | 3篇 |
1986年 | 3篇 |
1985年 | 11篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1982年 | 4篇 |
1980年 | 4篇 |
1979年 | 9篇 |
1978年 | 2篇 |
1977年 | 4篇 |
1976年 | 2篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1973年 | 2篇 |
1895年 | 1篇 |
1843年 | 1篇 |
排序方式: 共有489条查询结果,搜索用时 15 毫秒
101.
Understanding curriculum decision‐making through teacher images 总被引:1,自引:0,他引:1
Sue Johnston 《课程研究杂志》2013,45(5):463-471
102.
This narrative inquiry exploring contemporary Chinese schooling involved three researchers who worked collaboratively as a team. Each researcher resonated with a different image of the principalship embedded in the storied account proffered by Xu Xiaozhang 校长, leader of Hexie Elementary School in Tianjin, China. (1) Principal as the lead teacher; (2) principal as an agent of a harmonious learning community; and (3) principal as a teacher-maker were the images Principal Xu held and expressed. In the interpretive analysis, Xu Xiaozhang’s images of principal were nested one within the other in ways that brought Deweyan pragmatism and Confucian thought fruitfully together. The subtle nuances of the images provide an upclose view of schooling on one elementary campus in China that is of international interest and value. 相似文献
103.
In this article we identify a number of issues that need to be addressed if we are to continue to make advances in the teaching of reading comprehension. First, we suggest that it is important to continue the search for a variety of effective instructional approaches for teaching reading comprehension and to learn more about the conditional applicability of the instructional approaches currently in vogue. Second, we argue that it is important to expand our definition of reading comprehension to more fully appreciate the social, political, and educational dimensions of reading comprehension and reading instruction. Finally, we consider some of the impediments hindering the classroom application of comprehension instruction research and we argue that researchers must become more concerned with the pragmatic aspects of how to make a difference to comprehension instruction in the classroom. 相似文献
104.
Changing a discipline in universities and a subject in schools: British geography in the 1950s–1970s
Ron Johnston 《History of education》2013,42(5):682-699
Geography emerged as an academic discipline in British universities in response to demands for trained teachers of the subject in the country’s burgeoning secondary schools and their curricula formed a seamless transition from one to the other. In the 1960s a major shift in the nature of the academic discipline – often termed the ‘quantitative and theoretical revolutions’ – created a breach between the two, but there were demands from within the university sector for changes to the school subject so that a new seamless transition could be instated. This essay charts the nature of those changes and how they were brought about by the key actors, both individual and institutional. Having created that apparent unity, subsequent changes saw the two educational sectors drift apart, although recent developments have sought to reinstate stronger links. 相似文献
105.
Rita Kasa 《Peabody Journal of Education》2013,88(1):86-100
This case study explores devolution of low-income student subsidies, via the national student loans program, from the central to local governments in Latvia by means of decentralizing political and financial responsibility to provide public assistance to low-income students in obtaining funds for higher education. It describes municipal engagement in providing primary loan guarantees and in assuming full risk for low-income student loans. This article argues that although there are venues for local governments to support low-income students' access to higher education, the central government should sponsor this policy politically as well as financially. 相似文献
106.
107.
Rita Dunn Martin Craig Lois Favre Doron Markus Paul Pedota Gale Sookdeo 《Clearing house (Menasha, Wis.)》2013,86(5):194-206
The authors of this article believe that the current structure of lesson plans impede differentiation, individualization, and innovation and offer little in assessing the quality of teaching and learning. Concrete steps will be offered for planning to better respond to student diversity in meeting lesson objectives. 相似文献
108.
109.
Ethnographic fiction is a technique for educating counseling students about the relationship of social justice to counseling practice. Preliminary data indicate it is an effective tool, with counseling students (N= 48) reporting an increased understanding and appreciation of clients’ life experiences from a holistic perspective. Furthermore, students reported that they were more motivated to address social justice issues in counseling. 相似文献
110.
Keith Johnston Damian Murchan Andrew Loxley Helen Fitzgerald Micheline Quinn 《Irish Educational Studies》2013,32(3):219-238
The Regional Curriculum Support Service (RCSS) was established to provide locally based advice and support to principals and teachers in relation to the implementation of the Primary School Curriculum (1999). Drawing on data from a large-scale national evaluation, this article traces the purpose, structure and operation of the RCSS and provides commentary on the achievements and challenges associated with this initiative. 相似文献