全文获取类型
收费全文 | 979篇 |
免费 | 10篇 |
专业分类
教育 | 812篇 |
科学研究 | 28篇 |
各国文化 | 12篇 |
体育 | 42篇 |
综合类 | 1篇 |
文化理论 | 3篇 |
信息传播 | 91篇 |
出版年
2023年 | 5篇 |
2022年 | 8篇 |
2021年 | 10篇 |
2020年 | 11篇 |
2019年 | 33篇 |
2018年 | 33篇 |
2017年 | 35篇 |
2016年 | 40篇 |
2015年 | 28篇 |
2014年 | 41篇 |
2013年 | 223篇 |
2012年 | 20篇 |
2011年 | 20篇 |
2010年 | 21篇 |
2009年 | 22篇 |
2008年 | 24篇 |
2007年 | 28篇 |
2006年 | 28篇 |
2005年 | 21篇 |
2004年 | 20篇 |
2003年 | 20篇 |
2002年 | 20篇 |
2001年 | 26篇 |
2000年 | 21篇 |
1999年 | 16篇 |
1998年 | 15篇 |
1997年 | 29篇 |
1996年 | 11篇 |
1995年 | 13篇 |
1994年 | 10篇 |
1993年 | 10篇 |
1992年 | 7篇 |
1991年 | 6篇 |
1990年 | 13篇 |
1989年 | 13篇 |
1988年 | 4篇 |
1987年 | 7篇 |
1986年 | 10篇 |
1985年 | 10篇 |
1984年 | 13篇 |
1983年 | 3篇 |
1982年 | 5篇 |
1981年 | 5篇 |
1980年 | 3篇 |
1979年 | 5篇 |
1978年 | 3篇 |
1977年 | 2篇 |
1976年 | 4篇 |
1975年 | 2篇 |
1970年 | 2篇 |
排序方式: 共有989条查询结果,搜索用时 15 毫秒
91.
ABSTRACTGlobally there is recognition that doctoral programmes need to offer the opportunity for career pathways beyond academia, as PhD graduates are entering a range of careers. Consequently, some doctoral programmes now provide opportunities to develop a broader skill set. However, most PhD programmes in the United Kingdom and Australasia still concentrate on disciplinary knowledge and developing research skills. Moreover, the assessment has remained narrowly focused on a written thesis and an oral examination. Here we apply the notion of ‘constructive alignment’ to doctoral education and find that, even in terms of preparing PhD graduates for academic and research careers, the curriculum lacks opportunities to develop and assess relevant skills. The situation is even more extreme for wider careers beyond academia. To achieve alignment, we suggest providing more structured learning opportunities and personalised professional development plans with formative portfolios. If wanting true alignment in the PhD, a portfolio would be the summative assessment, but this is likely a step too far for a conservative academy. 相似文献
92.
The issue of school non-completion continues to be a matter of concern for policy makers and practitioners in Australia today.
Despite the efforts of governments and school systems to improve participation and retention rates, often one in three students
drop out of school before completing Year 12. Major factors influence non-completion and militate against young people remaining
at school. Findings from recent research indicate that some non-completers choose to re-enter education through second chance
programs outside the school environment. The argument for second chance education presented in this paper is developed within
the context of the ‘risk’ society and in relation to recent theories of youth transitions. 相似文献
93.
94.
ABSTRACTGlobal multicultural teacher education courses and programs have made claims to offer Prospective Teachers (PSTs) a global understanding of diversity and multiculturalism. However, there is very little research that has examined the classroom experiences of PSTs and teacher educators. Drawing on a collaborative autoethnography, this article explores the ways our transnational identities shaped our experiences (as a PST and a teacher educator) in a global teacher education course focused on diversity and multiculturalism. We were guided by the following research question: How do we, as South Asian transnational migrants, experience the curriculum of a global multicultural education course in the United States? We found that the curricular nationalism within multicultural education courses often negates any critical engagement with the influence of transnationalism on immigrants and their educational experiences. Transnational migrants are expected to translate their experiences, cultural practices, and life ways to fit into the container of the U.S. nation-state. Furthermore, there was a visible absence of narratives and research about transnational lives and identities in the course curriculum. As teacher education programs prepare PSTs to enter classrooms with growing immigrant populations, it is important that we attend to this glaring gap in both practice and research. 相似文献
95.
96.
Paula J. Kaplan Jessie Watters Georgina White Ruth Parry Robert Bates 《Child abuse & neglect》1984,8(3):343-351
Information from 422 cases of child mistreatment in Toronto was gathered from the files of a child welfare agency and a children's hospital. These data were compared to patterns reported in previous studies and clinical writings on child mistreatment to investigate similarities and differences in families whose children have been abused in Canada, England, and the United States. Findings from the present study were similar to others in many respects. The differences were primarily in the area of lower incidences of such problems as perinatal difficulties in the children and intellectual limitations and social isolation in the parents; however, there was a higher incidence of single-parent families. The results suggest that clinicians should bear in mind that child mistreatment cannot be ruled out on the grounds that no serious problems have been noted for the child or the family. 相似文献
97.
Benjamin Dotger Sharon Dotger Joanna Masingila Jeffrey Rozelle Mary Bearkland Ashley Binnert 《Research in Science Education》2018,48(3):637-661
Teachers and students struggle with the complexities surrounding the evolution of species and the process of natural selection. This article examines how science teacher candidates (STCs) engage in a clinical simulation that foregrounds two common challenges associated with natural selection—students’ understanding of “survival of the fittest” and the variation of species over time. We outline the medical education pedagogy of clinical simulations and its recent diffusion to teacher education. Then, we outline the study that situates each STC in a one-to-one interaction with a standardized student who is struggling to accurately interpret natural selection concepts. In simulation with the standardized student, each STC is challenged to recognize content misconceptions and respond with appropriate instructional strategies and accurate explanations. Findings and implications center on the STCs’ instructional practices in the simulation and the use of clinical learning environments to foster science teacher learning. 相似文献
98.
99.
100.
Sharon E. Nichols Deborah Tippins Katherine Wieseman 《Research in Science Education》1997,27(2):175-194
The purpose of this paper is to describe various “tools” we use to facilitate critical reflection as we teach prospective
science teachers. The notion of “tools” refers to materials and experiences used to facilitate prospective teachers’ critical
reflection on science teaching and learning. Reflective tools are not intrusive devices used by instructors to analyse mechanically
what prospective teachers are learning; rather, these tools are intended to provide prospective teachers with the means to
generate and critique their own views of science teaching and learning. Each tool is described herein with respect to its
potential use and the way in which it is introduced to prospective science teachers. We conclude with discussion of the potential
for reflective tools to contribute to research on reform of science teacher education, with particular attention to primary
teacher preparation. 相似文献