全文获取类型
收费全文 | 431篇 |
免费 | 16篇 |
国内免费 | 2篇 |
专业分类
教育 | 324篇 |
科学研究 | 25篇 |
各国文化 | 7篇 |
体育 | 45篇 |
文化理论 | 7篇 |
信息传播 | 41篇 |
出版年
2023年 | 4篇 |
2022年 | 3篇 |
2021年 | 13篇 |
2020年 | 12篇 |
2019年 | 20篇 |
2018年 | 29篇 |
2017年 | 21篇 |
2016年 | 26篇 |
2015年 | 15篇 |
2014年 | 16篇 |
2013年 | 103篇 |
2012年 | 14篇 |
2011年 | 13篇 |
2010年 | 10篇 |
2009年 | 3篇 |
2008年 | 15篇 |
2007年 | 9篇 |
2006年 | 12篇 |
2005年 | 2篇 |
2004年 | 12篇 |
2003年 | 9篇 |
2002年 | 6篇 |
2001年 | 5篇 |
2000年 | 3篇 |
1999年 | 5篇 |
1996年 | 2篇 |
1991年 | 4篇 |
1990年 | 5篇 |
1989年 | 2篇 |
1988年 | 3篇 |
1986年 | 2篇 |
1984年 | 4篇 |
1982年 | 4篇 |
1981年 | 4篇 |
1980年 | 5篇 |
1979年 | 2篇 |
1978年 | 3篇 |
1977年 | 2篇 |
1976年 | 3篇 |
1973年 | 3篇 |
1972年 | 2篇 |
1971年 | 1篇 |
1968年 | 2篇 |
1967年 | 3篇 |
1955年 | 1篇 |
1925年 | 1篇 |
1922年 | 1篇 |
1915年 | 1篇 |
1900年 | 1篇 |
1838年 | 1篇 |
排序方式: 共有449条查询结果,搜索用时 15 毫秒
71.
72.
Sam Byrd 《International journal of qualitative studies in education》2013,26(1):99-100
The author participated in the Border Studies Program in the fall semester of 1999. He carried out his field study as a volunteer at Casa Vides in El Paso, Texas. Grounded in the same philosophical principles as the Catholic Worker movement, Casa Vides serves as a shelter for immigrants who are involved in political asylum proceedings in the United States. Because all of the residents of the intentional community of Casa Vides experienced militarization in their home countries and on the Mexico-U.S. border, this ethnography examines the themes of ''community'' and ''militarization'' and the dynamics between the two. 相似文献
73.
Sam Sellar 《Discourse: Studies in the Cultural Politics of Education》2013,34(2):245-258
This paper provides a critical discussion of contemporary policy agendas to raise aspirations for university study among students from low socio-economic status (SES) backgrounds. It traces the politics of aspiration from the working class ‘poverty of desire’ thesis propounded by British socialists at the turn of the twentieth century to recent concerns about the educational aspirations of low SES groups. These concerns are manifest in the current aspiration-raising agenda in Australian higher education, which aims to realise equity objectives by cultivating market-rational behaviour and dispositions to maximise self-investment in human capital. However, changes in contemporary global education and labour markets present significant obstacles to the ‘good life’ promises made by advocates of human capital theory, and even when these promises are realised, deficit constructions of aspirations persist. The paper identifies a tension in aspiration-raising logics between (1) human capital promises of economic rewards for enterprising behaviour and (2) the policing of aspirations and associated behaviours according to dominant social values. 相似文献
74.
75.
76.
77.
78.
Alice Sullivan Samantha Parsons Francis Green Richard D. Wiggins George Ploubidis Timmy Huynh 《牛津教育评论》2013,39(6):806-822
ABSTRACTThis paper asks whether private, selective, and faith schools in England and Wales in the 1980s provided an academic advantage to their pupils, both in the short and longer term. Using longitudinal data from the 1970 British Cohort Study, we examine academic outcomes in compulsory schooling and further education, and the highest qualification gained by age 42. School sector differences are substantially attenuated by controlling for prior pupil characteristics. Nevertheless, a residual effect of private, grammar, and secondary modern schooling remains, both in the short and long term, controlling for both pupil and school characteristics. In the case of faith schools, however, the apparent advantage is restricted to the short term once pupil characteristics are controlled. A unique feature of our analysis is that we control for the individual’s faith of upbringing, which is important in reducing what could otherwise be seen as a distinctive Catholic school advantage. 相似文献
79.
Sam Hillyard 《牛津教育评论》2013,39(6):767-784
The paper sets out to examine the role that ethnographic work can and should play in the development of sociological theory, focusing on the case study of differentiation–polarisation theory. It provides a detailed discussion of the work of Hargreaves (1967), Lacey (1970) and Ball (1981) and assesses the degree to which their work was ethnographic in contemporary terms. It argues that the model of theory development they offer does not need to be understood in the manner adopted by Hammersley in his account of their work as a model for theory development and testing in the sociology of education. Rather it requires the ethnographer to be more attuned towards setting and maintaining a theoretical agenda, by (a) being more preoccupied with refining existing or established theoretical ideas and concepts and (b) retaining the capacity for the fieldwork setting to inform and direct the study. 相似文献
80.
Journal of Science Teacher Education - 相似文献