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161.
Academic work: Perceptions of senior academic administrators 总被引:1,自引:0,他引:1
Ruth Neumann 《The Australian Educational Researcher》1993,20(1):33-47
This article reports on selected findings of the first stage of a qualitative study of academic work in Australian universities. This stage examined the perceptions senior academic administrators from the humanities, sciences, social sciences and professional areas hold of the work roles of academics. The article presents their perceptions of ‘research’ and ‘scholarship’ and the link between the two, as well as the interrelationships between research, scholarship and teaching. The findings show a high level of consensus and coherence in the views presented. The article examines possible reasons for such a unanimity of perception and raises further questions for investigation. 相似文献
162.
Relationally and physically aggressive children's intent attributions and feelings of distress for relational and instrumental peer provocations 总被引:13,自引:0,他引:13
Numerous studies have demonstrated that physically aggressive children exhibit hostile attributional biases in response to instrumental peer provocations, a social information-processing pattern that has been recognized as a contributor to peer-directed aggression. The present studies (N = 127 and N = 535) were designed to extend past research by evaluating the intent attributions and feelings of emotional distress of relationally and physically aggressive children in response to instrumental and relational provocation contexts. Results indicated that physically aggressive children exhibited hostile attributional biases and reported relatively greater distress for instrumental provocation situations, whereas relationally aggressive children exhibited hostile attributional biases and reported relatively greater distress for relational provocation contexts. Implications of these findings for the understanding of factors that may contribute to relational as well as physical aggression are discussed. 相似文献
163.
The use of the interactive whiteboard for creative teaching and learning in literacy and mathematics: a case study 总被引:2,自引:0,他引:2
Ruth Wood Jean Ashfield 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(1):84-96
This paper considers the ways in which the interactive whiteboard may support and enhance pedagogic practice through whole‐class teaching within literacy and numeracy. Data collected from observations of whole‐class lessons, alongside individual interviews and focus group discussions with class teachers and Initial Teacher Education students, has provided opportunities to consider the potential of such technology to facilitate a more creative approach to whole‐class teaching. The data suggests that, in the first instance, the special features of information and communications technology such as interactivity, ‘provisionality,’ speed, capacity and range enhance the delivery and pace of the session. This research seems to indicate that it is the skill and the professional knowledge of the teacher who mediates the interaction, and facilitates the development of pupils' creative responses at the interface of technology, which is critical to the enhancement of the whole‐class teaching and learning processes. 相似文献
164.
This paper reports on the second phase of a joint teacher/researcher project that explored teachers’ understandings of the potential of the interactive whiteboard (IWB) as a tool for primary school children’s collaborative group work. By examining teachers’ written analyses and discussions of work carried out in their own classrooms, the paper seeks to contribute to the debate about the ways in which the use of IWBs can contribute to changes in pedagogy. It highlights the interrelationships between collaborative learning and factors identified as important in the research carried out by teachers, amongst them the children’s technical skills and confidence, the mediating role of the teacher, the IWB affordances for knowledge‐building and the teachers’ own knowledge, attitudes and professional development. The paper also provides an account of how participation by the teachers in a course with Faculty staff, focused on the collaborative co‐construction of knowledge related to learning and to classroom research grounded in the values and principles of socio‐cultural theory, supported changes in pedagogic practice. 相似文献
165.
166.
The study examined two primary teachers' professional learning and joint knowledge construction in the context of co-teaching. The teachers narrated their learning as a collaborative process with serendipitous origins. Shared knowledge construction was crucial in the learning process, as was implementing the resulting new ideas in practice. It is concluded that experiences of co-teaching may support teachers in meeting their professional responsibilities effectively. Professional development programmes need to be sensitive to teachers' individual and collaborative learning experiences to be able better to support them in the natural context of those experiences in particular local and national contexts. 相似文献
167.
168.
Michael Boulton Helen Woodmansey Emma Williams Ruth Spells Beth Nicholas Eleanor Laxton 《教育心理学》2012,32(3):277-294
Being bullied is associated with a psycho-social maladjustment during childhood. One hitherto largely overlooked correlate is disrupted classroom concentration. Using data collected from 364 9–11-year-old children attending seven junior schools in the UK, we tested a model in which children’s perceived safety in two contexts (classroom and playground) and their perceived relationship with their teacher were hypothesised to mediate the association between being bullied and classroom concentration. Two analytical approaches to testing multiple mediation – product of coefficients and bootstrapping – supported the model. None of the mediation effects was moderated by sex but they were by year; in all cases the mediation effect was stronger in the older children than in the younger children (but still significant among the latter). These data suggest mechanisms through which bullying might have its effects on classroom concentration. The practical and theoretical implications are discussed. 相似文献
169.
Browne R Lasserre K McTaggart J Bayley L McKibbon A Clark M Perry GJ Murphy J 《Health information and libraries journal》2012,29(1):75-80
This is the second in a series of articles exploring international trends in health science librarianship in the first decade of the 21st century. The invited authors were asked to reflect on developments in their country - viz. Australia, Canada, New Zealand and the United States. Future issues will track trends in Northern Europe, the Nordic countries, Southern Europe and Latin America. JM. 相似文献
170.
The Department of Health published a new health information strategy in May 2012. The document provides a framework for health information in England over the next 10 years. Health information developments in England, however, do not mirror developments in other parts of the United Kingdom. This article is a personal reflection on the new health information strategy in England, including comparison with developments in the other UK nations. 相似文献