全文获取类型
收费全文 | 655篇 |
免费 | 13篇 |
专业分类
教育 | 518篇 |
科学研究 | 17篇 |
各国文化 | 19篇 |
体育 | 63篇 |
文化理论 | 5篇 |
信息传播 | 46篇 |
出版年
2023年 | 2篇 |
2021年 | 3篇 |
2020年 | 7篇 |
2019年 | 12篇 |
2018年 | 25篇 |
2017年 | 14篇 |
2016年 | 24篇 |
2015年 | 14篇 |
2014年 | 17篇 |
2013年 | 136篇 |
2012年 | 12篇 |
2011年 | 24篇 |
2010年 | 17篇 |
2009年 | 17篇 |
2008年 | 21篇 |
2007年 | 19篇 |
2006年 | 8篇 |
2005年 | 11篇 |
2004年 | 17篇 |
2003年 | 15篇 |
2002年 | 17篇 |
2001年 | 15篇 |
2000年 | 15篇 |
1999年 | 9篇 |
1998年 | 11篇 |
1997年 | 9篇 |
1996年 | 9篇 |
1995年 | 10篇 |
1994年 | 15篇 |
1993年 | 14篇 |
1992年 | 10篇 |
1991年 | 14篇 |
1990年 | 12篇 |
1989年 | 8篇 |
1988年 | 4篇 |
1987年 | 4篇 |
1986年 | 6篇 |
1985年 | 12篇 |
1984年 | 8篇 |
1983年 | 4篇 |
1982年 | 3篇 |
1981年 | 5篇 |
1980年 | 4篇 |
1979年 | 6篇 |
1978年 | 4篇 |
1977年 | 4篇 |
1976年 | 4篇 |
1975年 | 4篇 |
1974年 | 2篇 |
1843年 | 1篇 |
排序方式: 共有668条查询结果,搜索用时 15 毫秒
71.
Streaming in secondary schools is not beneficial for improving student outcomes of education with vast amounts of educational research indicating that it does not improve academic results and increases inequity. Yet teachers often prefer working in streamed classes, and research shows that teachers mediate the effects of streaming on students. This study sought to add to the understanding of teachers’ role in student learning by investigating how teachers conceptualise the students in streamed classes. A qualitative case study approach was used, where 18 teachers were interviewed in-depth to create narrative examples, three of which are presented here. These narratives summarise the research findings that teachers saw students in high and low streams as having homogenous characteristics according to five dichotomous categories: approach to learning, attitude to learning, learning style, autonomy and background. Students in mixed-ability classes were viewed along these same continua, but as more heterogeneous groups. Furthermore, these views of students had direct implications for how teachers planned for learning and the expectations that they held of their students. The discussion links streaming research with teacher expectation research, suggesting that teachers of streamed classes in this secondary school hold specific whole-class ideas that affect student learning. The article concludes with recommendations for further inquiry that links these two important fields of educational research. 相似文献
72.
73.
This article presents a comparative analysis of the German and UK higher education systems and their relationship to graduate employment. It scrutinizes the complex interconnections between (1) higher education systems and traditions; (2) the role of higher education in the state, society and the economy; and (3) the views of graduates as expressed in interviews. We explore how far and in what ways opinions, expectations and experiences are shaped by (1) national traditions and culture and (2) current economic, social, political and educational developments. We find that today’s student expectations and perceptions are shaped and transformed by economic, political and social factors, including potent higher education beliefs dating back to earlier centuries, as illustrated by the reflections of graduates five years after graduation. The analysis explores the commonalities within each country grouping which lead to striking differences between the countries that transcend the mostly country‐independent disciplinary differences. The analysis has possible implications for the Bologna protocol and issues of European comparability. 相似文献
74.
The work of Bishop and Anderson (1990) plays a major role in educators' understanding of evolution education. Their findings remind us that the majority of university students do not understand the process of evolution but that conceptual change instruction can be moderately effective in promoting the construction of a scientific understanding. The present article details two studies that represent an effort to focus on and define the limits of the Bishop and Anderson (1990) study. Study A describes a close replication of the work of Bishop and Anderson (1990) using the same conceptual-change teaching module to teach a unit on evolution to students enrolled in a biology course for nonmajors. Study B, a case of comparison, used the same evaluation instrument used in Bishop and Anderson (1990) and Study A, but high school students were the participants and the instruction was based on the inquiry approach to science. Like Bishop and Anderson (1990), Study A showed that the amount of prior instruction and students' beliefs in evolution were not found to be large factors in students' use of scientific conceptions. Unlike the original study, the students in Study A showed only a meager increase in their use of scientific conceptions for evolution. In Study B, students in the experimental group showed significant increases in their use of scientific conceptions. These findings suggest a need to investigate more closely the teachers' theories of learning, their reliance on instructional conversations, and the amount of time devoted to the topic of evolution as we study conceptual change in this area. 相似文献
75.
James Scott Johnston 《Educational theory》2007,57(4):469-488
A bstract . In this essay, James Scott Johnston asks what sort of liberalism is best for the educational systems of early twenty-first century, late capitalistic democratic nations, looking at the procedural liberalism extant. Two major models are John Rawls's Justice as Fairness and Jürgen Habermas's Communicative Action. Both owe their foundational movements to Immanuel Kant in various respects, and Johnston therefore examines Kant in those areas both thinkers draw upon. Johnston then turns to Rawls and to Habermas, discussing what is central to their frameworks. Johnston finally claims that neither liberalism will work without due attention to issues critics have raised regarding the distinction between Right and Good and suggests an alternative Kantian model in the conclusion. 相似文献
76.
Joseph B. Johnston 《Journal of School Choice》2016,10(4):516-536
ABSTRACTThe widespread assumption in the United States today is that traditional urban public schools are failing. Market-based solutions, particularly charter schools, are seen as the way to improve urban education. How then can we understand a large urban district where educational actors have furthered a locally popular alternative vision? This article analyzes the comparison of Indianapolis, IN and Louisville, KY to demonstrate how four-decades-old desegregation orders continue to matter for the perceptions of urban school districts. The analysis shows how actors in Louisville utilized more favorable perceptions to fight for a compelling alternative narrative–integration–and against charter schools. 相似文献
77.
78.
Ron Toomey Corresponding author Judith Chapman Janet Gaff Jacqueline McGilp Maureen Walsh Elizabeth Warren 《Asia-Pacific Journal of Teacher Education》2005,33(1):23-34
This paper reports the findings of a project—‘Lifelong learning and teacher education’—undertaken by the Centre for Lifelong Learning, Australian Catholic University, under the auspices of the Australian Commonwealth Department of Education, Science and Training. The study was designed to investigate the operationalization of lifelong learning in Australian teacher education. The study revealed that there is a range of existing, innovative practices regarding partnerships between schools and higher and further education that are in keeping with emerging ideas about lifelong learning. Moreover, some of these take the form of collaborative action research projects focused on improving the learning occurring in the partnership schools. This paper describes some current approaches in Australia to collaborative action research by teacher educators' and their partnership schools and shows how they contribute to lifelong learning. The approaches are then analyzed to suggest ways of advancing lifelong learning within Australian Education Faculties thus helping to make lifelong learning more of a reality for all. 相似文献
79.
Ron Thompson 《牛津教育评论》2017,43(6):749-766
This paper reports on findings from a three-year ethnographic study of 24 young people in northern England who were classified as not in education, employment or training (NEET), or at risk of becoming so. Drawing on conceptions of opportunity structure and educational marginality, the paper discusses the processes leading to young people becoming NEET after leaving school. It presents findings concerning the family backgrounds, school experiences, and educational attainment of participants, and traces their initial post-16 destinations and their pathways to NEET status. Although most participants did not become NEET immediately after leaving school, restricted labour market opportunities and a lack of high-quality education and training for middle- and low-attaining young people exacerbated social and educational disadvantage. Over time, participants became increasingly restricted to marginal forms of learning. The paper argues that a focus on opportunity structures provides a powerful way of understanding these processes, and that alongside sustained NEET status, educational marginality should be of equal concern to policy makers. 相似文献
80.
The article makes a case for the construction of narratives as major focus for career planning. Narratives can be seen as an appropriate compliment to the analysis of objective test data that has dominated our practice in the past. Narrative is described as an approach for career counselors to understand clients' vocational experiences and future plans. Subjective and objective aspects of a career narrative are explored, and emphasis is placed on co-authoring a career story that is subjectively meaningful and objectively sound. The client's subjective understanding of the career story is given importance as being pivotal information that must be considered in career counseling. Five key interventions are described from a narrative perspective. 相似文献