全文获取类型
收费全文 | 1151篇 |
免费 | 18篇 |
专业分类
教育 | 923篇 |
科学研究 | 27篇 |
各国文化 | 18篇 |
体育 | 99篇 |
综合类 | 1篇 |
文化理论 | 12篇 |
信息传播 | 89篇 |
出版年
2022年 | 7篇 |
2021年 | 12篇 |
2020年 | 17篇 |
2019年 | 29篇 |
2018年 | 42篇 |
2017年 | 54篇 |
2016年 | 48篇 |
2015年 | 25篇 |
2014年 | 41篇 |
2013年 | 244篇 |
2012年 | 25篇 |
2011年 | 26篇 |
2010年 | 23篇 |
2009年 | 29篇 |
2008年 | 22篇 |
2007年 | 34篇 |
2006年 | 23篇 |
2005年 | 27篇 |
2004年 | 18篇 |
2003年 | 23篇 |
2002年 | 25篇 |
2001年 | 21篇 |
2000年 | 18篇 |
1999年 | 14篇 |
1998年 | 11篇 |
1997年 | 17篇 |
1996年 | 11篇 |
1994年 | 17篇 |
1993年 | 20篇 |
1992年 | 8篇 |
1991年 | 16篇 |
1990年 | 8篇 |
1989年 | 11篇 |
1988年 | 12篇 |
1987年 | 10篇 |
1986年 | 14篇 |
1985年 | 7篇 |
1984年 | 8篇 |
1983年 | 16篇 |
1982年 | 10篇 |
1981年 | 8篇 |
1980年 | 15篇 |
1979年 | 10篇 |
1978年 | 13篇 |
1977年 | 6篇 |
1976年 | 8篇 |
1974年 | 10篇 |
1973年 | 6篇 |
1969年 | 5篇 |
1967年 | 5篇 |
排序方式: 共有1169条查询结果,搜索用时 15 毫秒
61.
62.
63.
64.
This paper synthesizes key findings to facilitate the translation of research into classroom practice and provides guidelines for how effective instructional practices might be implemented, supported, and sustained in schools. Excerpts from a case study are presented to show how research‐based instructional approach translates into classroom practices in a local school district that tailors the approach to the realities of the local situation. In this paper, we review what the research suggests are the functions that allow a person in a leadership role to facilitate the translation of research into classroom practice. We describe how these functions were used to translate research into classroom practice in 2 school districts that are part of the Elementary and Middle School Technical Assistance Center (EMSTAC) project, a national research‐to‐practice effort. Examples of how these principles were put into practice and why different technical assistance approaches were used to implement research‐based practices in a primary and middle school setting are discussed. We conclude with reflections on the intricate nature of effecting change at the local level, and the progress that can be made within those intricacies. 相似文献
65.
66.
67.
68.
Felice Atesoglu Russell 《Teachers and Teaching》2017,23(3):312-331
As a field, we have a limited understanding and a dearth of empirical research concerning the role of high school instructional coaches focused on English learners (ELs). This paper examines one EL facilitator’s work as an instructional coach and resource for supporting mainstream content teachers as they learn to meet the needs of adolescent ELs in one high school. This analysis is grounded within an examination of the influence of school structure and organization on the EL facilitator’s work and her role as a resource. Drawing on sociocultural learning theory, as well as literature on teacher leadership and instructional coaching, case study data from a year-long qualitative research project are analyzed. Implications for research, policy, and practice are discussed. 相似文献
69.
This paper explores the experiences and perceptions of a little-known category of in-service trainee teachers in the Further Education (FE) and Skills sector in England: those who meet the practical teaching requirements of their course mainly through unpaid teaching as ‘volunteers’. The paper reports findings from mixed-methods research which used surveys, interviews and focus groups involving trainee teachers within a large FE–HE partnership. Themes relating to motivations to volunteer, the development of teacher identity within marginal roles, and the risks associated with unpaid teaching are discussed. For increasing numbers of trainees, unpaid teaching provides an opportunity for career entry. However, the quality of teaching experience gained is mixed, with some trainees receiving high levels of support, whilst others experience marginalisation and limitations on their developing teacher identities. The paper highlights the specific challenges to professionalism posed by unpaid teaching within the FE and Skills sector, and relates these challenges to a broader context of insecurity and risk. As work experience becomes an increasingly valuable commodity, this paper illustrates the pressures individuals face as they exchange payment and security for the opportunities volunteering provides. 相似文献
70.
Research on categories and markets suggests that audiences rely on categorical distinctions to make sense of market offerings. Market offerings that deviate from category norms risk devaluation. Although literature in this area has led to valuable insights, scholars have begun to question whether there has been an overemphasis on conformity, leaving existing theories ill-equipped to account for innovation. Within this context, we argue that research on authenticity in cultural sociology offers a useful platform for theorizing. We draw on the work of Peterson (1997), who underscores the importance of signals in evaluation. Objective features of market offerings (e.g., quality) matter, but particularly for innovations, these features are not readily visible. Because authentic producers are typically thought to be more committed, capable, and intrinsically motivated, when visibility of such objective features is lacking, authenticity may serve as an alternative indicator of value. Appearing authentic requires signaling believability with respect to category norms, while also being distinctive. Using data on 684 firms from five high technology sectors, we explore the relationship between authenticity and investor perceptions of value. Focusing on three different proxies for signals of authenticity—networks, governance, and narratives—we find a curvilinear association between conformity/distinctiveness and Tobin's q. Consistent with our view of authenticity as a signal, we also find that this relationship flattens as firms gain better track records and face stiffer competition. 相似文献