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101.
Andrew G. Campbell Rachel Skvirsky Henry Wortis Sheila Thomas Ichiro Kawachi Christine Hohmann 《CBE life sciences education》2014,13(4):587-592
This paper summarizes the outcomes of a retreat designed to cultivate interactions between trainees at various training levels and provide them opportunities to share their training perspectives and expectations. Retreat outcomes are used to support the development of better science, technology, engineering, and mathematics training practices by informing the trainers’ perspective. 相似文献
102.
Cynthia S. Paul Sheila R. Vaidya 《International Journal of Science and Mathematics Education》2014,12(5):1241-1260
What does it take to change a school’s mathematics achievement profile from low to one that is proficient and advanced? Is this transformed achievement profile sustainable? Such is the story presented here, in this three-phase case study of a K-8 urban charter school’s mathematics program. The first phase discusses the school’s mathematics program as it existed in 2006. The second phase discusses the contents and interventions implemented which transformed the student achievement scores over a period of 3 years (2006–2009) from low achieving to proficient and advanced. The third phase is a follow-up mixed-methods investigation that was conducted to determine whether the achievement was sustainable and how the program changed. The interventions designed and implemented over the initial 3-year period are discussed, as are the findings of the follow-up study. This is discussed with reference to impacting change in student achievement and its relative significance for future work. 相似文献
103.
Karen S. Alcorn Sarah K. McCord Sheila M. Seed Tammy Gravel Amanda M. Morrill 《Journal of the Medical Library Association》2022,110(3):365
Background:Veterans have a variety of unique healthcare needs and receive care from both the US Department of Veterans Affairs (VA) and private healthcare systems. Because healthcare students will likely treat veterans at some time during their career, it is important they gain exposure to working with veterans during their professional degree programs.Case Presentation:This case report presents the development of an annual Veteran-Centered Care Conference (VCCC) at the Massachusetts College of Pharmacy and Health Sciences. The VCCC included a faculty librarian who led a multi-disciplinary team that planned and coordinated each event. Speakers and participants included university students and faculty from multiple healthcare disciplines, as well as representatives from the VA, veterans'' advocacy groups, and community members (including many veterans). The purpose of the VCCC was to raise awareness of the healthcare needs of contemporary veterans. The goal of the VCCC was to improve healthcare provided to veterans by enhancing civilian health professions students'' knowledge of the potential effects of military service on a person''s health.Conclusion:After four successful events covering such topics as PTSD, specific health concerns of women veterans, substance use disorder, and homelessness, the VCCC was canceled, primarily due to low pre-registration. Examples of lessons learned and future possibilities for the VCCC and the patient-centered care conference format are discussed. This report is of particular importance given the many years the United States has been at war in the Middle East and the recent withdrawal of troops from Afghanistan. 相似文献
104.
105.
This paper critically examines the array of policy approaches that have been adopted in the field of special needs education in Scotland over recent years. These are characterized in the following ways: (1) supporting or changing the child—an individualized approach; (2) making schools inclusive for all—a systems approach; (3) challenging the mainstream—an anti‐discrimination approach. Each approach creates different distributions of power, accountability and resource allocation. They formulate categories and eligibility requirements that can both include and exclude children (and their parents), and create rights and duties with varied potential and limitations. Thus, the policy approaches may aver their promotion of inclusion but, in fact, they create a new quilt of inclusive and exclusive policies and practice. This is further examined through the analysis of official statistics, which suggests that there has been little difference in the proportion of children who are excluded spatially from mainstream schools and classrooms. Recent legislation, the Education (Additional Support for Learning) (Scotland) Act 2004, claims to underpin a radical new approach to promoting inclusion. However, many features of the Act suggest that it will reinforce the power of professional groups, rather than investing more power in children and their parents. There is a real danger that, whilst policy frameworks shift, practices remain the same as a result of inertia and resistance to change. 相似文献
106.
El enfoque didáctico basado en tareas, que se presenta en los trabajos de Breen y de Candlin en este mismo número, cuenta en este artículo con un desarrollo detallado, que permitirá al lector aplicarlo al diseño de unidades didácticas concretas para la enseñanza de una L2, con una especificación de los pasos y de los niveles a seguir y con una guía para integrar estos diseños en el marco del modelo curricular adoptado en nuestro país desde la nueva Ley de Ordenación General del Sistema Educativo. 相似文献
107.
本文考察了英国教育技术互用性标准中心(CETIS)通过支持国家项目(即英国联合信息系统委员会(JISC)和高等教育委员会的英国开放教育资源试点项目,详见http://www.jisc.ae.uk/oer),以促进发布开放教育资源方面的经验,并探索了如何让我们的支持模式对其他相关项目有所启发,并能改编用于鼓励开放课件运动的可持续性技术支持网络。作为一个涵盖英国众多大学的国家层面的创新举措,众多开放教育资源提供者参与了英国开放教育资源(UKOER),这包括个别教育者、学科联合体和机构。考虑到这种多样性,从一开始我们就意识到没有任何一种技术解决方案能适合所有的项目。因此,也没有委托专门的工具、描述性标准、交流或分发机制(除要求所有制作的资源应该放在国家学习资源库中外,详见http://jorum.ae.uk)。为了支持这一项目,我们引导采取不同的方法和形成不同的社群,也许在支持发布开放教育资源方面,任何类似的跨机构创新都将会面临相似的问题。我们的项目支持方法已从具体的细节问题发展到提供基本的支持原则,从而预测其他问题,并推动最佳实践。我们的做法是:通过会议上的技术汇报和讨论机会,以及在博客上发帖,激发讨论;通过技术评论讨论,并记录针对这些公布在网上的讨论的总结性内容,从而调查个别项目的技术选择;针对通过以上方式所发现的问题,以及项目博客上凸显的问题,做出相应的反馈。考虑到如何使这一方法在更广泛的范围内应用,我们也反思了这种公开的工作模式所面临的挑战、这一方法的开支、适应性,以及我们所认为的其在支持开放教育资源管理和传播方面所扮演的角色。 相似文献
108.
Sheila Riddell 《British Journal of Special Education》2003,30(2):63-69
Part 4 of the Disability Discrimination Act 1995 (as amended) came into force in September 2002. The Act covers Great Britain but, in relation to schools, is implemented through different special educational needs legislation in England and Scotland. This article by Sheila Riddell, Professor of Social Policy (Disability Studies) at Glasgow University and Director of the Strathclyde Centre for Disability Research, explores the key differences in these legal frameworks, and discusses their implications for delivering consistent anti-discrimination policies north and south of the border. Professor Riddell argues that there is a need for close monitoring of the implementation of Part 4 of the DDA in English and Scottish schools. If major differences in implementation of the legislation emerge over time, there may be a need to consider the case for devolving responsibility for equal opportunities to the Holyrood Parliament or amending national education legislation to make it more consistent. This article will be of interest to anyone concerned with the implementation of Part 4 of the Disability Discrimination Act in England and Scotland. 相似文献
109.
Age curves, which relate age to creativity or exceptional achievements, seem to take two forms: some artists bloom early (Picasso), others later in life (Cézanne). We argue that this objective fact is not related to their mode of creation according to which some artists proceed by drawings made prior to the painting's execution, while others are more likely to imitate and achieve this through color and the process of painting itself.
JEL numbers:Z10,Z11A very preliminary version of this paper was presented as a discussion at the conference Measuring Art: A Scientific Revolution in Art History, University of Chicago and American University of Paris, June 2003. 相似文献
110.
This article draws on work undertaken as part of the Economic and Social Research Council's Learning Society Programme. The project from which data are drawn, entitled 'The Meaning of the Learning Society for Adults with Learning Difficulties', focused on lifelong learning opportunities available to people with learning difficulties and experiences of these services. The article begins by examining theories of late modernity, their use by feminist and disability studies theorists and their relationship to ideas of a learning society. Subsequently, using case study material, it is argued that the identities of people with learning difficulties are not chosen freely from a range of options but are socially ascribed. The status of learning difficulties is used as a dominant category to justify deprivation of basic political and economic rights. In addition, the lives of people with learning difficulties are structured by gender and class, and these intersect with the category of learning difficulties. For both women and men, the advantages of middle-class social and economic capital are overridden by the negative category of learning difficulties. In relation to gender, men with learning difficulties are more likely to receive post-school training, but in inappropriate areas of the labour market. Their domestic needs are also likely to be attended to by others, but in the absence of employment, they find themselves without any valued social role. Women with learning difficulties are also likely to be excluded from the labour market, but are more likely to be involved in reciprocal, albeit limited, social relationships. It is concluded that postmodernist theories are inadequate to describe the structuring of the lives of people with learning difficulties. 相似文献