全文获取类型
收费全文 | 309篇 |
免费 | 1篇 |
国内免费 | 1篇 |
专业分类
教育 | 265篇 |
科学研究 | 4篇 |
各国文化 | 1篇 |
体育 | 9篇 |
文化理论 | 1篇 |
信息传播 | 31篇 |
出版年
2022年 | 2篇 |
2021年 | 4篇 |
2020年 | 2篇 |
2019年 | 5篇 |
2018年 | 8篇 |
2017年 | 6篇 |
2016年 | 10篇 |
2015年 | 12篇 |
2014年 | 2篇 |
2013年 | 80篇 |
2012年 | 4篇 |
2011年 | 9篇 |
2009年 | 7篇 |
2008年 | 4篇 |
2007年 | 5篇 |
2006年 | 5篇 |
2005年 | 4篇 |
2004年 | 4篇 |
2003年 | 6篇 |
2002年 | 5篇 |
2001年 | 4篇 |
2000年 | 4篇 |
1999年 | 5篇 |
1998年 | 5篇 |
1997年 | 2篇 |
1996年 | 2篇 |
1995年 | 4篇 |
1994年 | 6篇 |
1993年 | 2篇 |
1992年 | 5篇 |
1991年 | 7篇 |
1990年 | 5篇 |
1989年 | 3篇 |
1988年 | 2篇 |
1987年 | 4篇 |
1986年 | 4篇 |
1985年 | 2篇 |
1984年 | 3篇 |
1983年 | 11篇 |
1982年 | 7篇 |
1981年 | 7篇 |
1980年 | 4篇 |
1978年 | 1篇 |
1977年 | 4篇 |
1976年 | 7篇 |
1975年 | 5篇 |
1974年 | 6篇 |
1971年 | 1篇 |
1969年 | 2篇 |
1951年 | 1篇 |
排序方式: 共有311条查询结果,搜索用时 0 毫秒
11.
12.
13.
14.
15.
16.
17.
18.
Catherine Forde Deirdre Horgan Shirley Martin Aisling Parkes 《Journal of Educational Change》2018,19(4):489-509
In Ireland there is progressive legislation on children’s participation in the education system. The Education Act 1998 advocates that school boards should involve students in the school and establish student councils in second-level schools. Since the publication of this legislation progress on realising students’ participation in schools has been slow. In 2006 the UN Committee on the Rights of the Child recommended that Ireland strengthen its efforts to enable children to express their views in schools and other educational institutions. The National Strategy on Children and Young People’s Participation in Decision-making (2015), the first to be produced internationally, commits to facilitating children and young people’s voice in the development of education policy, the running of schools and in other areas of school policy. This paper presents and discusses the results of qualitative participatory research with children and young people aged between 7 and 17 years, teachers and school principals, and parents, on their attitudes towards and opportunities for participation by students in schools in Ireland. The data reveal that students are keen to participate in school but recognise that their opportunities to do so are inadequate, that teachers understand participation very differently from students, and that parents have little knowledge of their children’s participatory experiences in school. It concludes that effective participation in schools requires policy, practical and cultural change. 相似文献
19.
Abstract Learning outcomes for an interactive television‐based distance learning course in introductory high school Japanese were evaluated in three successive years by comparing student achievement in the distance learning course to that in traditional classes. Year‐end achievement tests of listening and written language competency were administered to students in both the distance and face‐to‐face courses. Results in the first two years showed that test scores of students in the distance learning course were higher than those of students in the face‐to‐face classes; however, possible group differences in motivation, general ability, and experience as language learners could not be ruled out as explanations for the difference. Therefore, achievement measures were supplemented in the third year with data on students’ perceived efficacy as Japanese language users, their grades, and their previous foreign language learning experience. The achievement data again showed differences favoring the distance learning group; trends were consistent for students with differing levels of school success and amount of prior language learning experience. Factors that could account for these results are hypothesized and suggestions for future research are proposed. 相似文献
20.