全文获取类型
收费全文 | 579篇 |
免费 | 17篇 |
专业分类
教育 | 496篇 |
科学研究 | 27篇 |
各国文化 | 6篇 |
体育 | 20篇 |
文化理论 | 2篇 |
信息传播 | 45篇 |
出版年
2022年 | 5篇 |
2021年 | 12篇 |
2020年 | 6篇 |
2019年 | 19篇 |
2018年 | 25篇 |
2017年 | 21篇 |
2016年 | 15篇 |
2015年 | 16篇 |
2014年 | 17篇 |
2013年 | 144篇 |
2012年 | 9篇 |
2011年 | 14篇 |
2010年 | 13篇 |
2009年 | 16篇 |
2008年 | 19篇 |
2007年 | 13篇 |
2006年 | 10篇 |
2005年 | 11篇 |
2004年 | 12篇 |
2003年 | 14篇 |
2002年 | 10篇 |
2001年 | 8篇 |
2000年 | 16篇 |
1999年 | 4篇 |
1998年 | 5篇 |
1997年 | 3篇 |
1996年 | 5篇 |
1995年 | 6篇 |
1994年 | 5篇 |
1993年 | 5篇 |
1992年 | 5篇 |
1991年 | 6篇 |
1990年 | 3篇 |
1989年 | 7篇 |
1988年 | 7篇 |
1987年 | 6篇 |
1986年 | 4篇 |
1985年 | 6篇 |
1984年 | 5篇 |
1981年 | 4篇 |
1980年 | 3篇 |
1976年 | 4篇 |
1975年 | 5篇 |
1974年 | 4篇 |
1973年 | 3篇 |
1972年 | 3篇 |
1969年 | 4篇 |
1966年 | 4篇 |
1965年 | 2篇 |
1943年 | 2篇 |
排序方式: 共有596条查询结果,搜索用时 15 毫秒
531.
Government reports and documents claim that building a knowledge economy and innovative society are key goals in Canada. In this paper, we draw on critical policy analysis to examine 10 Canadian federal government training and employment policies in relation to the government's espoused priorities of innovation and developing a high skills society and economy. Our findings highlight three areas of contradiction: a tension between high skills and low skills policy, a contradictory focus on the socially and economically excluded and included, and the paradox of both an active and passive federal government. Drawing on state theories such as inclusive liberalism and the social investment state, we argue that while a ‘highly skilled knowledge economy’ may form part of the overall skills discourse, these contradictions raise doubts that it is to become a reality in Canada in the near future. 相似文献
532.
Jo Lunn Brownlee Eva Johansson Charlotte Cobb-Moore Gillian Boulton-Lewis Sue Walker Joanne Ailwood 《Education 3-13》2013,41(2):164-183
While investment in young children is recognised as important for the development of moral values for a cohesive society, little is known about early years teaching practices that promote learning of moral values. This paper reports on observations and interviews with 11 Australian teachers, focusing on their epistemic beliefs and beliefs about teaching practices for moral education with children aged 5–8 years. The analysis revealed three main patterns of thinking about moral education: following others, reflecting on points of view, and informing reflection for action. These patterns suggest a relationship between epistemic beliefs and beliefs about teaching practices for moral learning which have implications for teacher professional development concerning experiences in moral education. 相似文献
533.
Nancy Feldman PhD Mary Barron Diane CArol Holliman Shelley Karliner Uta M. Walker 《Journal of Teaching in Social Work》2013,33(2):119-133
The authors surveyed program directors at all bachelor of social work and master of social work programs accredited by the Council on Social Work Education using an online tool that assessed whether and how their respective social work programs are covering content related to HIV/AIDS. Of the 650 program directors, 153 (24%) participated in the survey. Programs reported coverage of HIV/AIDS content in various foundation content areas, including human behavior in the social environment, populations at risk, and social work practice. The authors also surveyed use of various pedagogical methods, and respondents reported the most use of guest speakers, lectures, and readings in delivering HIV/AIDS content. More than 70% of bachelor and master of social work programs reported having at least 1 field placement specific to HIV/AIDS. In addition, the authors evaluated social work textbooks for specific content on social work with HIV/AIDS, and recommendations are made for inclusion of more HIV/AIDS specific content. 相似文献
534.
Three studies examined the role of stereotype threat in boys' academic underachievement. Study 1 (children aged 4–10, n = 238) showed that girls from age 4 years and boys from age 7 years believed, and thought adults believed, that boys are academically inferior to girls. Study 2 manipulated stereotype threat, informing children aged 7–8 years (n = 162) that boys tend to do worse than girls at school. This manipulation hindered boys' performance on a reading, writing, and math test, but did not affect girls' performance. Study 3 counteracted stereotype threat, informing children aged 6–9 years (n = 184) that boys and girls were expected to perform similarly. This improved the performance of boys and did not affect that of girls. 相似文献
535.
Norman E. Walker 《Clearing house (Menasha, Wis.)》2013,86(8):490-492
536.
Scholars have increasingly sought to understand how the process of school improvement differs among schools operating in different school levels, conditions, and contexts. Using Rosenholtz's (1985) conception of “moving” and “stuck” schools as a framework for thinking about school improvement, this study examines the learning outcomes of 39 Hong Kong secondary schools over a 3-year period. We examine whether features of leadership and school capacity differed with respect to these learning outcomes within the sample of moving and stuck schools. This research in Hong Kong has identified several factors that appear to synergistically contribute to differences in patterns of improvement in learning across different subjects in both moving and stuck schools. These factors include resource management of principals and school capacity in terms of professional learning community; workload of teachers; alignment, coherence, and structure; and resource capacity. This study extends the research on leadership and capacity building as a means of school improvement, in the process elaborating on their impact within a non-Western society. 相似文献
537.
Judith Walker 《教育政策杂志》2013,28(3):335-351
This paper argues that underlying the OECD’s promotion of inclusion in, for and through lifelong learning is the notion of an ‘active citizen’ who establishes their worth through learning and, ultimately, competence. Through the critical examination of recent OECD policy documents on adult and lifelong learning, the paper also calls for a re‐examination of the purported goals of inclusion and participation, essential elements of ‘inclusive liberalism’. 相似文献
538.
This study examined the appropriateness of the anchor composition in a mixed-format test, which includes both multiple-choice (MC) and constructed-response (CR) items, using subpopulation invariance indices. Linking functions were derived in the nonequivalent groups with anchor test (NEAT) design using two types of anchor sets: (a) MC only and (b) a mix of MC and CR. In each anchor condition, the linking functions were also derived separately for males and females, and those subpopulation functions were compared to the total group function. In the MC-only condition, the difference between the subpopulation functions and the total group function was not trivial in a score region that included cut scores, leading to inconsistent pass/fail decisions for low-performing examinees in particular. Overall, the mixed anchor was a better choice than the MC-only anchor to achieve subpopulation invariance between males and females. The research reinforces subpopulation invariance indices as a means of determining the adequacy of the anchor. 相似文献
539.
Carol Potter Gary Walker Bev Keen 《Early Years: An International Journal of Research and Development》2013,33(1):74-89
Findings presented here relate to the evaluation of a one-year father-inclusion project, which took place in an area of multiple deprivation in the North of England. The project's goal was to engage fathers and male carers in their children's transition from an early years setting to a reception class and to maintain that involvement in the mainstream school setting. The project was successful in engaging men, recording 76 male attendances, 19 of which were recorded at school-based activities after the transition. Key benefits identified by fathers engaged in the project were closer relationships with their children and greater involvement in their play and learning. Children were very positive about their fathers' involvement and school staff identified a better rapport with fathers following the project. 相似文献
540.
Melanie Walker 《Educational Action Research》2013,21(2):295-303
This paper explores the central place of stories and narratives in action research practices and accounts to argue that it is hard to imagine how we might do or write about action research in a non‐storied way. The paper argues that good stories help us to think well and more wisely about ourselves and our practice. An historical example is chosen to illustrate the compelling potential of stories about real people and real lives, followed by a teasing out of six methodological issues that arise. 相似文献