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41.
STEPHEN GOUGH 《Journal of Philosophy of Education》2006,40(3):287-299
The purpose of this paper is to consider, in principle and at the most general level, a particular possible approach to educational policy-making. This approach involves an education-specific application of the notion of hypothetical markets first developed in Ronald Dworkin's book Sovereign Virtue: The theory and practice of equality (2000). The paper distinguishes the concept of the market from the operation of any actual market, and from the operation of 'market forces' in any generalised sense. It continues by arguing that hypothetical markets of the kind identified by Dworkin are not only distinct, in both their nature and purpose, from actual markets operating in education, but also—in the face of continuing widespread debate about the value, at particular times and places, of such actual markets—a potentially valuable theoretical tool for educational policy-making. The paper then briefly considers a particular instance of such debate about actual markets in education. 相似文献
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STEPHEN A. TOURNAS 《比较教育学》1996,32(1):27-44
In the country now known as Botswana, the history of Tswana culture prior to British colonialism in the nineteenth century shows a tribal or pre-urban spirituality, a strong kinship organisation and a systematic approach to the training of youth both informally and formally. This pre-colonial pedagogy defined the Tswana cosmology and the way future adults related to their society as productive members. The European missionaries who came at the eve of colonialism interpreted education and work in a manner that had less continuity with Tswana culture. This trend was developed further by secular educators and institutionalised by post-colonialist, independent Botswana. The Botswana government has been rapidly expanding its formal academic education system. Although practical programmes of education with production like the Brigades supported local development and the transition from the pre-colonial era, they are now facing obsolescence. Thousands of junior secondary school-leavers are being added to the ranks of the underemployed each year, while competition for academic credentials increases. Government reluctance to offer training for practical employment skills reflects a deference to secular Western education and production models and the need to understand better their effects on the tribal culture. 相似文献
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STEPHEN J. DUGGAN 《比较教育学》1996,32(3):361-376
With the conclusion of 1994, Cambodia will have ended its first year of rehabilitation under a freely elected government. Since the 1993 elections, Cambodia has moved cautiously towards a modern era and there has been considerable international effort to ensure that all sectors of the economy achieve the improvements required to achieve political and economic stability towards 2000. The education sector has been a major focus. Cambodia is ready to move into the next stage of development of the education sector-reconstruction. With the non-governmental organisations (NGOs) having provided support in this sector for over 10 years, the restoration of bilateral and multilateral aid will see a growing involvement of foreign governments and donor organisations in the restoration of the sector. This activity will need to be coordinated. Cambodia had a rapidly expanding education system before Pol Pot's Year Zero. Largely based on French colonial models and structures that system served a society very much in transition - a transition from colonial dependency to a possible so-called 'new tiger'. The current period will see a different 'system' emerge; one that is neither French nor Western nor indeed 'modern'. The transition of the education system will be predicated on an overhaul of the existing bureaucracy, training regimes and school curricula before modernisation processes are installed. This paper provides a historical backdrop for the current situation. It also examines current policy priority areas in education in Cambodia and the level of international assistance. 相似文献
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STEPHEN WARING 《School Leadership & Management》2013,33(1):77-82
Training programmes may compromise governors' ability to offer an authentic lay’ input. The article reports the views of governors interviewed about their perceptions of the need for a degree of expert status. It is tentatively suggested that training courses may be contributing both to a sense of inadequacy and to the tendency to become ‘incorporated’ into an institutionalised role. Some models of governor training are considered in relation to their possible effects. 相似文献
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