全文获取类型
收费全文 | 618篇 |
免费 | 7篇 |
专业分类
教育 | 451篇 |
科学研究 | 64篇 |
各国文化 | 7篇 |
体育 | 23篇 |
文化理论 | 6篇 |
信息传播 | 74篇 |
出版年
2021年 | 3篇 |
2020年 | 11篇 |
2019年 | 18篇 |
2018年 | 18篇 |
2017年 | 25篇 |
2016年 | 16篇 |
2015年 | 8篇 |
2014年 | 12篇 |
2013年 | 169篇 |
2012年 | 18篇 |
2011年 | 22篇 |
2010年 | 15篇 |
2009年 | 6篇 |
2008年 | 11篇 |
2007年 | 12篇 |
2006年 | 11篇 |
2005年 | 13篇 |
2004年 | 19篇 |
2003年 | 8篇 |
2002年 | 9篇 |
2001年 | 5篇 |
2000年 | 11篇 |
1999年 | 9篇 |
1998年 | 3篇 |
1997年 | 8篇 |
1996年 | 7篇 |
1995年 | 7篇 |
1994年 | 9篇 |
1993年 | 7篇 |
1992年 | 8篇 |
1991年 | 8篇 |
1990年 | 7篇 |
1989年 | 6篇 |
1988年 | 3篇 |
1987年 | 3篇 |
1985年 | 6篇 |
1984年 | 5篇 |
1983年 | 4篇 |
1982年 | 3篇 |
1979年 | 3篇 |
1978年 | 4篇 |
1947年 | 5篇 |
1859年 | 3篇 |
1857年 | 6篇 |
1847年 | 5篇 |
1844年 | 4篇 |
1840年 | 5篇 |
1838年 | 6篇 |
1835年 | 3篇 |
1830年 | 5篇 |
排序方式: 共有625条查询结果,搜索用时 0 毫秒
11.
12.
13.
14.
15.
16.
17.
This article explores how a formal state examination system operates as a tool which enables the cultural reproduction of the middle classes in an increasingly market-driven education system in Ireland. It is based on a study of a group of final-year girls approaching the high-stakes terminal Leaving Certificate examination. The success of this reproduction is based on a mutually beneficial partnership between the school and the parents, which ultimately benefits the students. The article examines how the school is successful in this competitive education market place and in upholding the middle-class nature of schooling. The structures of the school also empower parents and students to enhance privilege and academic success. The article concludes by considering the continuing relevance of Bourdieu to social reproduction in education. 相似文献
18.
Jessica V. Whittaker Mable B. Kinzie Virginia Vitiello Jamie DeCoster Christina Mulcahy Emily A. Barton 《Journal of research on educational effectiveness》2020,13(2):177-212
abstractThis randomized controlled trial examined effects of the MyTeachingPartner-Math/Science intervention on the quality and quantity of teachers’ mathematics and science instruction, and children’s mathematics and science outcomes in 140 pre-kindergarten classrooms. Teachers participated in the intervention for two years with consecutive cohorts of children. Results from Year 1 are considered experimental, however due to high levels of attrition, results from Year 2 are considered quasi-experimental. Across both years, intervention teachers exhibited higher quality and quantity of instruction. In Year 1, there were no significant effects of the intervention on children’s outcomes. In Year 2, children in intervention classrooms made greater gains in teachers’ ratings of mathematics and science skills and performed better on a spring assessment of science skills. These results have implications for designing and evaluating professional development aimed at supporting children’s mathematics and science knowledge and skills. 相似文献
19.
20.