全文获取类型
收费全文 | 1161篇 |
免费 | 32篇 |
国内免费 | 4篇 |
专业分类
教育 | 883篇 |
科学研究 | 83篇 |
各国文化 | 22篇 |
体育 | 75篇 |
综合类 | 1篇 |
文化理论 | 16篇 |
信息传播 | 117篇 |
出版年
2022年 | 7篇 |
2021年 | 17篇 |
2020年 | 11篇 |
2019年 | 21篇 |
2018年 | 35篇 |
2017年 | 27篇 |
2016年 | 44篇 |
2015年 | 21篇 |
2014年 | 45篇 |
2013年 | 300篇 |
2012年 | 15篇 |
2011年 | 26篇 |
2010年 | 18篇 |
2009年 | 25篇 |
2008年 | 33篇 |
2007年 | 29篇 |
2006年 | 28篇 |
2005年 | 23篇 |
2004年 | 17篇 |
2003年 | 19篇 |
2002年 | 21篇 |
2001年 | 10篇 |
2000年 | 12篇 |
1999年 | 14篇 |
1998年 | 10篇 |
1997年 | 18篇 |
1996年 | 11篇 |
1995年 | 14篇 |
1994年 | 13篇 |
1993年 | 14篇 |
1992年 | 9篇 |
1991年 | 14篇 |
1990年 | 11篇 |
1989年 | 13篇 |
1988年 | 9篇 |
1987年 | 7篇 |
1985年 | 15篇 |
1984年 | 9篇 |
1983年 | 24篇 |
1982年 | 19篇 |
1981年 | 11篇 |
1979年 | 13篇 |
1978年 | 12篇 |
1977年 | 11篇 |
1975年 | 8篇 |
1974年 | 11篇 |
1973年 | 10篇 |
1972年 | 6篇 |
1970年 | 7篇 |
1965年 | 6篇 |
排序方式: 共有1197条查询结果,搜索用时 15 毫秒
991.
992.
While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the challenges and the lessons learned from each of the countries with regard to the development and strengthening of pre- and in-service training. The tension between quality, breadth and cost-effectiveness is explored together with a broader discussion of key principles to be taken into account when enhancing teacher education in the region as a whole. 相似文献
993.
John McClure Luanna H. MeyerJessica Garisch Ronald FischerKirsty F. Weir Frank H. Walkey 《Contemporary educational psychology》2011,36(2):71-81
Research has found a relation between motivation and attributions for success and failure. However, few studies have clarified the relationship of attributions to school achievement and possible cultural differences in this relationship. To investigate this issue, 5333 secondary students (European, Asian, Maori, Pacific) rated four common attributions - ability, effort, task difficulty, and luck - and three social influences (teachers, peers, and family) for their best and worst marks. Motivation orientations were also measured. Several measures were significantly related to students’ GPA scores, most notably the motivation orientations Doing My Best and Doing Just Enough, but also attributions to effort, teacher, and peer influences. There were substantial differences for ethnicity, particularly between European students and Maori and Pacific students. The results support theories claiming that effort attributions motivate achievement but also support the benefits of a self-serving bias. 相似文献
994.
Zena R. Mello Hilary M. Anton-Stang Patricia L. Monaghan Kimberly J. Roberts Frank C. Worrell 《Journal of Education for Students Placed at Risk》2013,18(4):266-285
Adolescents' expectations about school and work may be key antecedents of adult attainment and this relationship may vary by specific racial, ethnic, and gender groups. This article examines how educational and occupational expectations change in adolescence and how expectations predict corresponding attainment in adulthood. Participants included African American and Hispanic females and males. Educational and occupational expectations were reported at ages 14, 16, and 18, and educational and occupational attainment at ages 20 and 26. Results indicated distinct developmental trajectories per racial or ethnic and gender group. Educational expectations were more nuanced for African American and Hispanic females than for their male counterparts; occupational expectations were more varied for Hispanic females than for other groups. Educational expectations positively predicted educational attainment for all participants, whereas occupational attainment was predicted just by educational expectations and for Hispanic females and males only. 相似文献
995.
Stephen Rowland Catherine Byron Frank Furedi Nicky Padfield Terry Smyth 《Teaching in Higher Education》2013,18(2):133-141
Abstract This article starts with a personal perspective written by Stephen Rowland. This is responded to in each of the four contributions which follow. In order to stimulate debate from a wide basis of experience, Catherine Byron, Frank Furedi, Nicky Padfield and Terry Smyth were invited to respond as academics from very different disciplinary backgrounds and types of Higher Education institution in the UK. In a brief conclusion to the article, Stephen Rowland draws together the contributions. Questions are raised for further discussion, reflection and research amongst those concerned to develop higher education teaching, and to resist the managerialist discourse which dominates in this field. We hope that the article will stimulate debate amongst readers of the journal from different parts of higher education at a time when the very purpose of higher education is itself in a state of flux. We suspect that the issues raised here apply in many countries and would particularly welcome a response from readers not in the UK. 相似文献
996.
David Warner and Charles Leonard. The Income Generation Handbook, Second Edition: A Practical Guide for Educational Institutions, Buckingham, UK: The Society for Research into Higher Education (SRHE) and Open University Press, 1997. ISBN 0–335–19858–9 (hard); 0–335–19862–7 (paper) Henry D.R. Miller. The Management of Change in Universities: Universities, State and Economy in Australia, Canada and the United Kingdom, Buckingham, UK: The Society for Research into Higher Education and Open University Press, 1995. ISBN 0–33.5–19089–8 Price £50.00. 183 pp 相似文献
997.
Frank Cornelissen Jacqueline van Swet Douwe Beijaard Theo Bergen 《Journal of Educational Change》2013,14(2):139-176
School–university research networks aim at closer integration of research and practice by means of teacher research. Such practice-oriented research can benefit both schools and universities. This paper reports on a multiple-case study of five participants in a school–university research network in a Dutch master’s program. The research question was: In what way is knowledge based on practice-oriented research by master’s students developed, shared, and used in school–university research networks in which education is primarily offered within a university setting? Twenty interviews were conducted, on the basis of logs, over a period of 10 months. Results show that (1) for master’s students, the most significant motive for developing, sharing or using knowledge was that the content knowledge about their research topic could be useful to school practice and colleagues; (2) research supervisors reported more than master’s students about the procedural knowledge that they had developed and shared. This knowledge focused on the collaborative process of supporting research and knowledge processes in school and university; (3) activities of knowledge sharing and use appeared to depend to a significant extent on individual purposes and leadership initiatives of master’s students and their supervisors; and (4) in the school–university research network, master’s students and research supervisors continued—to a limited extent—knowledge processes based on master’s students research after their graduation. Outcomes indicate that use of existing network structures in master’s programs is complex, but could be a promising avenue for creating successful school–university research networks. 相似文献
998.
Abstract Networked learning aims to foster students’ knowledge construction processes as well as the quality of knowledge construction. In this respect, it is crucial to be able to analyse both aspects of networked learning. Based on theories on networked learning and the empirical work of relevant authors in this domain, two coding schemes are presented to analyse the nature of learning processes and the quality of knowledge construction in networked learning. The coding schemes were used to analyse the learning processes and learning results of students in an MSc course on land use planning at Wageningen University in which networked learning played an important role. The inter-rater reliability of both instruments appeared to be satisfactory. The relation between the two coding schemes is discussed and recommendations for future research and educational practice are formulated. 相似文献
999.
Frank D. Tinari 《College Teaching》2013,61(2):61-67
Abstract An interdisciplinary mentoring program for graduate teaching assistants, the GTA mentoring program, offers the needed support for graduate students in their training as teacher-scholars. Authors outline the vision and structure of the program and highlight student, faculty, and institutional benefits. This program involves regular meetings of small teams consisting of graduate students and a faculty mentor, as well as larger group meetings of all participants. Benefits include the development of personal and professional relationships, an open forum for the discussion of teaching and research issues, increased professional support, and greater confidence in classroom instruction. 相似文献
1000.
Frank Lambert 《Cataloging & classification quarterly》2013,51(3):208-222
Libraries and information centres use often multiple classification schemes for organizing their collections. In Canadian full depository libraries government publications can be organized in collections using a government publishing office's own notation, knowledge organization notation, or other notational scheme designed especially for government publications. Provenance-based schemes such as CODOC are attractive for their universality and for work-related purposes that may be influenced by financial challenges. However, libraries that use multiple notations for government publications may open the potential for intellectual disruption to information retrieval practices in either physical or virtual browsing. 相似文献