全文获取类型
收费全文 | 300篇 |
免费 | 4篇 |
专业分类
教育 | 227篇 |
科学研究 | 12篇 |
各国文化 | 5篇 |
体育 | 22篇 |
综合类 | 1篇 |
信息传播 | 37篇 |
出版年
2023年 | 3篇 |
2022年 | 4篇 |
2021年 | 4篇 |
2020年 | 4篇 |
2019年 | 6篇 |
2018年 | 20篇 |
2017年 | 16篇 |
2016年 | 17篇 |
2015年 | 12篇 |
2014年 | 19篇 |
2013年 | 59篇 |
2012年 | 10篇 |
2011年 | 9篇 |
2010年 | 12篇 |
2009年 | 6篇 |
2008年 | 8篇 |
2007年 | 5篇 |
2006年 | 3篇 |
2005年 | 9篇 |
2004年 | 18篇 |
2003年 | 3篇 |
2002年 | 7篇 |
2001年 | 5篇 |
2000年 | 4篇 |
1999年 | 4篇 |
1998年 | 1篇 |
1997年 | 2篇 |
1996年 | 3篇 |
1995年 | 2篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1991年 | 2篇 |
1990年 | 5篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1982年 | 1篇 |
1979年 | 2篇 |
1974年 | 1篇 |
1972年 | 1篇 |
1971年 | 1篇 |
1970年 | 1篇 |
1967年 | 1篇 |
1965年 | 1篇 |
1898年 | 1篇 |
1828年 | 1篇 |
排序方式: 共有304条查询结果,搜索用时 0 毫秒
231.
Catherine Horn Zoë McCoy Lea Campbell Cheryl Brock 《Community College Journal of Research & Practice》2013,37(6):510-526
Almost half of students who enter college require some sort of remedial coursework. Further, states are increasingly moving the responsibility of postsecondary remediation away from four-year campuses to two-year institutions. Scholars and policymakers have grappled with best practice for successfully filling in academic gaps and moving students forward, and there is variation both within and between states as to the ways in which remediation is defined, determined, and administered (Perin, 2006). Using a regression discontinuity design, this study seeks to answer the following question on one community college campus: How does placement into remedial services affect student outcomes, in particular, successful completion of an introductory college-level English course? Although this study focuses on a single community college system, the findings have bearing on a wider sector as the developmental placement practices of Harper Community College District are not unlike those implemented by two- and four-year campuses across the country. 相似文献
232.
233.
234.
235.
236.
237.
The study examines the relationship between general knowledge, skills in applying reading strategies, and reading comprehension for ninth‐grade students at varying educational levels: academic, semi‐academic, vocational and learning disabilities. Two hundred and five students received a battery of tests evaluating their general knowledge, skills in applying four reading strategies (summary, self‐questioning, clarification and prediction), and two reading comprehension tests. The findings revealed differential contributions of general knowledge and strategy application to reading comprehension. Compared with the academic students, semi‐academics have deficient strategic skills. Vocational students, in addition to deficient strategic skills, have poor general knowledge, which further impedes their reading comprehension. The deficiency of students with learning disabilities goes beyond these two components. These results led us to recommend different foci of comprehension intervention for each group. 相似文献
238.
239.
This paper addresses the question why socio-technical transitions follow similar trajectories in various parts of the world, even though the relevant material preconditions and institutional contexts vary greatly between different regions and countries. It takes a critical stance on the implicit methodological nationalism in transition studies’ socio-technical regime concept and proposes an alternative ‘global’ regime perspective that embraces the increasingly multi-scalar actor networks and institutional rationalities, which influence transition dynamics beyond national or regional borders. By drawing on globalization theories from sociology and human geography, we show that socio-technical systems often develop institutional rationalities that are diffused via international networks and thus become influential in various places around the world. In so doing, we shed light on the multi-scalar interrelatedness of institutional structures and actors in socio-technical systems and elaborate on the implications for the conceptualization of transition dynamics. The paper illustrates this with the case study of an unsuccessful transition in the Chinese wastewater sector. Recent studies indicate that key decisions on wastewater infrastructure expansion were not only influenced by path-dependencies stemming from China’s national context, but equally (or even more critically) by the dominant rationality of the water sector’s global socio-technical regime. We conclude by discussing the contours of a new research agenda around the notion of global socio-technical regimes. 相似文献
240.
Philip Carey 《Perspectives: Policy and Practice in Higher Education》2018,22(1):11-18
There is a strong focus on the importance of student engagement in higher education, with increasing attention on how students can participate in their university’s decision-making processes. Yet, although the concept appears to be almost universally accepted, it is rarely problematised. This has led some commentators to conclude that student engagement lacks theoretical clarity. Consequently, an increasing number of authors have sought to address this. This paper adds to those efforts by proposing a model for student engagement that recognises the importance of institutional action in facilitating different types of participation. These are aligned with expectations for student activity, but the key message is that the university shapes its students’ engagement. This reinforces arguments that engagement needs to be cognisant of the power dynamics of higher education. In line with this, the paper borrows from debates around public participation to enhance understanding of student engagement in institutional governance. 相似文献