全文获取类型
收费全文 | 996篇 |
免费 | 13篇 |
专业分类
教育 | 815篇 |
科学研究 | 35篇 |
各国文化 | 5篇 |
体育 | 34篇 |
文化理论 | 3篇 |
信息传播 | 117篇 |
出版年
2022年 | 6篇 |
2021年 | 20篇 |
2020年 | 17篇 |
2019年 | 20篇 |
2018年 | 37篇 |
2017年 | 39篇 |
2016年 | 31篇 |
2015年 | 26篇 |
2014年 | 34篇 |
2013年 | 226篇 |
2012年 | 29篇 |
2011年 | 33篇 |
2010年 | 20篇 |
2009年 | 27篇 |
2008年 | 32篇 |
2007年 | 23篇 |
2006年 | 19篇 |
2005年 | 15篇 |
2004年 | 23篇 |
2003年 | 24篇 |
2002年 | 18篇 |
2001年 | 18篇 |
2000年 | 24篇 |
1999年 | 12篇 |
1998年 | 12篇 |
1997年 | 12篇 |
1996年 | 16篇 |
1995年 | 19篇 |
1994年 | 16篇 |
1993年 | 16篇 |
1992年 | 14篇 |
1991年 | 9篇 |
1990年 | 10篇 |
1989年 | 5篇 |
1988年 | 7篇 |
1987年 | 5篇 |
1986年 | 5篇 |
1985年 | 10篇 |
1984年 | 12篇 |
1983年 | 6篇 |
1982年 | 7篇 |
1981年 | 10篇 |
1980年 | 8篇 |
1979年 | 3篇 |
1978年 | 6篇 |
1977年 | 4篇 |
1975年 | 3篇 |
1974年 | 3篇 |
1970年 | 3篇 |
1968年 | 4篇 |
排序方式: 共有1009条查询结果,搜索用时 15 毫秒
131.
OBJECTIVE: To collect and compare the results of medical, child protective, and law enforcement evaluation of a sample of Maine children who were victims of abusive head trauma (AHT) in order to describe the clinical and evaluative characteristics as they relate to victims, families and perpetrators of such trauma and to improve the professional response to AHT in Maine.METHOD: Retrospective chart review of medical, child protective, and law enforcement records of all AHT victims admitted to two tertiary care hospitals in Maine or seen by the state medical examiner from 1991 to 1994.RESULTS: Nineteen children (age range 2 weeks to 17 months) were identified as victims of AHT (out of a total of 94 head trauma admissions) accounting for 20 hospitalizations during the study period. There was a history of prior injury in 30%, history of prior medical evaluations for possibly abuse related problems in 65%, while, on presentation, 75% had evidence or history of prior injury. The hospitals notified child protective services (CPS) in all 20 cases and correctly identified abuse in 18 (90%). Parental risk factors for abuse identified in CPS records included substance abuse (53%), domestic violence (42%), criminal history (32%), unrealistic expectations (42%), and attachment problems (32%). However, risk factors were inadequately assessed in 53% of homes. Law enforcement identified a likely perpetrator in 79% of cases and in the majority the identified suspect was the father. In the 15 cases where a perpetrator was identified by law enforcement, that person was alone with the child at symptom onset in 14 (93%).CONCLUSIONS: The medical response, at least at the inpatient level, was generally well done with regard to suspicion and reporting. Cases are possibly being missed at the outpatient level. Child protective risk assessment was limited overall yet in a third of the homes where AHT occurred, few if any risk factors were present to aid in identification and prevention. Law enforcement results suggest that a primary suspect for AHT is the caretaker alone with the child at the time of symptom onset. 相似文献
132.
133.
134.
Sandra Acker 《British Journal of Sociology of Education》1988,9(3):307-322
Research on gender and education has burgeoned since the mid‐1970s. Inequality in the classroom has been one theme in such research, including the charge that teachers give preferential treatment to boys. Another has been the identification of school processes and practices which convey particular conceptions of and boundaries between masculinity and femininity. Less often studied is the teacher herself or himself. In particular, the question arises of why, after a decade or so of feminist research on sexism and education, teachers appear to make relatively little effort to implement antisexist initiatives. The paper considers four possible explanations for this situation. Antisexist initiatives may be particularly uncongenial or threatening by their nature or mode of introduction. Characteristics of teachers such as age, sex or social class may influence receptivity to reform. Teacher ideologies about gender or education may set limits to what appears acceptable. Conditions under which teachers work may not be conducive to enthusiastic innovation. The challenge for sociologists is to tease out interrelationships and assess the relative weights of these factors; the challenge for feminists is to transcend the gap between principled scholarship and practical strategies. 相似文献
135.
Jillian Seniuk Cicek Sandra Ingram Marcia Friesen Douglas Ruth 《European Journal of Engineering Education》2019,44(1-2):49-70
ABSTRACTAn engineering professor of a first-year thermodynamics course and a PhD student with a focus in engineering education in a large research university in Canada participated in an ethnographic action research study with the intention of increasing active learning in the classroom to enhance student engagement and learning. Unexpected findings included transformative changes to the professor’s epistemology of teaching and learning. Through the action research cycle of planning, implementing, observing, and critically reflecting, modifications were made to the instructional strategies and the learning environment that created a micro engineering community of practice where both students and teaching assistants engaged in deep learning and legitimate peripheral participation on the trajectory to ‘becoming engineers’. Qualitative interview data from the professor, three students, and three teaching assistants are analysed through approaches to learning research and situated learning theory. Engaging in action research had profound repercussions in this case. The authors make the argument for action research as a catalyst for transformative learning required for teachers to engage students in the twenty-first century classroom. 相似文献
136.
In an attempt to determine the nature of sex role differences as perceived by teachers, a survey of 60 secondary school teachers was conducted. The results revealed teacher perceptions of traditional male-female student behavior in the classroom, teacher preference for male teachers and male students, and the reluctance of most teachers to facilitate sex role behavior changes. Other evidence cited supports the claim of proponents that males and females are socialized differently-toward the maintenance of traditional sex role behavior. How the education system can aim for a new role balance allowing greater independence, integrity, and freedom from misconceptions about the other sex is discussed.
Résumé Dans le but de déterminer la nature des différences de rôle attribuables au sexe comme les professeurs le voient, une étude a été entreprise auprès de 60 professeurs d'école secondaire. Les résultats ont révélé les perceptions par les professeurs de conduite traditionnelle masculine et féminine en classe, la préférence de la part des professeurs pour étudiants mâles et enseignants mâles, et la répugnance de la majorité des professeurs de faciliter des changements dans la conduite attribuable au sexe. D'autres témoignages cités supportent l'affirmation des partisans de la différence sociale entre hommes et femmes-vers le maintien de la conduite traditionnelle relative aux sexes. La présente étude discute de quelle manière le système éducationnel peut être orienté vers un nouvel équilibre des rôles permettant plus d'indépendance et d'intégrité et moins de conceptions erronées à propos du sexe opposé.相似文献
137.
Jan S. Handleman Sandra L. Harris 《International Journal of Disability, Development & Education》1984,31(2):151-157
This study examined the performance of four autistic boys each trained to a criterion of 80 percent correct on two sets of noun labels. After training, one set of labels was reviewed twice a week for nine weeks (summer vacation); the other set received no additional training. Performance on both sets was then retested. Each boy showed greater retention of the rehearsed compared with the unrehearsed material; one, placed on a VR3 schedule of reinforcement during the final stages of training, showed slightly better retention of the unrehearsed material than two trained exclusively with a CRF schedule. The authors argue that these data provide beginning support for the contention that seriously developmentally disabled children need to be in a program which offers year‐round schooling rather than an 180‐day school year. 相似文献
138.
139.
140.
Sandra Quiñones 《International journal of qualitative studies in education》2016,29(3):338-358
Metaphors can be used in qualitative research to illuminate the meanings of participant experiences and examine phenomena from insightful and creative perspectives. The purpose of this paper is to illustrate how I utilized trenzas (braids) as a metaphorical and analytical tool for understanding the experiences and perspectives of Latina teachers around being a well-educated person. Accordingly, this paper is organized into three strands. First, I discuss trenzas as a metaphorical concept in raced–gendered epistemology, highlighting the work of Chicana/Latina feminist scholars in law and education. Second, I describe how metaphorical thinking informed the methodological design. Third, I explain how I used trenzas to make sense of data and build theory. The discussion weaves the three strands together to emphasize the functional and generative nature of trenzas as a metaphorical–analytical tool for gaining critical and nuanced understandings of how personal, professional, and community identities shape participant’ experiences and perspectives. 相似文献