全文获取类型
收费全文 | 476篇 |
免费 | 8篇 |
国内免费 | 1篇 |
专业分类
教育 | 398篇 |
科学研究 | 15篇 |
各国文化 | 6篇 |
体育 | 24篇 |
综合类 | 1篇 |
文化理论 | 3篇 |
信息传播 | 38篇 |
出版年
2022年 | 2篇 |
2021年 | 5篇 |
2020年 | 7篇 |
2019年 | 14篇 |
2018年 | 19篇 |
2017年 | 16篇 |
2016年 | 19篇 |
2015年 | 12篇 |
2014年 | 8篇 |
2013年 | 88篇 |
2012年 | 13篇 |
2011年 | 8篇 |
2010年 | 12篇 |
2009年 | 11篇 |
2008年 | 15篇 |
2007年 | 20篇 |
2006年 | 14篇 |
2005年 | 8篇 |
2004年 | 13篇 |
2003年 | 16篇 |
2002年 | 13篇 |
2001年 | 11篇 |
2000年 | 10篇 |
1999年 | 10篇 |
1998年 | 9篇 |
1997年 | 7篇 |
1996年 | 3篇 |
1995年 | 11篇 |
1994年 | 3篇 |
1993年 | 10篇 |
1992年 | 11篇 |
1991年 | 3篇 |
1990年 | 2篇 |
1989年 | 4篇 |
1987年 | 5篇 |
1985年 | 5篇 |
1984年 | 5篇 |
1983年 | 3篇 |
1981年 | 7篇 |
1980年 | 3篇 |
1979年 | 5篇 |
1978年 | 2篇 |
1977年 | 2篇 |
1976年 | 4篇 |
1928年 | 1篇 |
1924年 | 1篇 |
1922年 | 1篇 |
1920年 | 1篇 |
1917年 | 1篇 |
1910年 | 1篇 |
排序方式: 共有485条查询结果,搜索用时 15 毫秒
121.
Jo Watson 《高等教育研究与发展》2015,34(3):658-670
Government policies and financial imperatives have fostered growing heterogeneity in student bodies in UK and Australian higher education (HE), but the underpinning logic of practice in these long-established social fields is far slower to change. Drawing on empirical evidence from case studies in each nation, this paper examines the tensions between the espoused and enacted values of the academy in relation to the widening participation and internationalisation agendas. We describe the research sites, their relationships with their respective fields of power and the experiences of participants as inhabitants of these HE fields. We highlight the struggles to secure relevant capital, acts of symbolic violence occurring at both institutional and programme levels and the resultant impact on individual positions and trajectories within the fields. Finally, we consider the extent to which the established practices in HE, which naturally preserve the dominance of the dominating factions, are likely to shift to enable it to genuinely enact the social conscience it espouses. 相似文献
122.
123.
This paper examines issues in the debate on quality assurance in the English system of higher education as they have developed between the Further and Higher Education Act of 1992 and the review proposed by the Secretary of State at the end of 1994. The main focus is on the development by the Higher Education Funding Council for England (HEFCE) of its method of quality assessment and the call for the restoration of 'self-regulation' in such matters to the institutions. The role of the institutions in developing the methods adopted by the Funding Council is outlined, and the chief criticisms of its effects evaluated. The paper concludes by reviewing options for change in the immediate future and the conditions that will have to be met. It is argued that systems could undoubtedly be improved, but that key elements of 'self-regulation' have already been won in the continuation of external peer review. 相似文献
124.
125.
126.
127.
128.
Judith Watson, lecturer and Anne Fisher, teacher, present encouraging results from two research studies which evaluated the effectiveness of Intensive Interactive teaching with pupils who had profound and complex learning difficulties. The method is compared with the effects of other classroom experiences over the course of one school year. 相似文献
129.
130.
74 lower- and middle-class children aged 2 1/2, 3 1/2, and 4 1/2 years who were successful at unidimensional sorting of 2 objects by either color or form were given feedback for correct bidimensional sorting of 3 objects, 2 of which had been used in unidimensional testing. Four of the 10 2 1/2-year-olds and 58 of the 64 3 1/2- and 4 1/2-year-olds reached criterion on the bidimensional sorting task. Neither social class nor performance on a verbal comprehension test (the Peabody Picture Vocabulary Test) was significantly correlated with success on either unidimensional or bidimensional sorting, although social class and test scores were significantly correlated. The results indicate that Piagetian centration (i.e., the inability to transcend unidimensional attention) is a task- or situation-specific phenomenon, and biodimensional responding is the rule rather than the exception for 3 1/2- and 4 1/2-year-olds in an instrumental situation involving a limited number of stimuli. 相似文献