全文获取类型
收费全文 | 573篇 |
免费 | 18篇 |
专业分类
教育 | 455篇 |
科学研究 | 14篇 |
各国文化 | 8篇 |
体育 | 27篇 |
综合类 | 1篇 |
文化理论 | 1篇 |
信息传播 | 85篇 |
出版年
2022年 | 6篇 |
2021年 | 5篇 |
2020年 | 10篇 |
2019年 | 20篇 |
2018年 | 26篇 |
2017年 | 26篇 |
2016年 | 30篇 |
2015年 | 17篇 |
2014年 | 20篇 |
2013年 | 139篇 |
2012年 | 13篇 |
2011年 | 14篇 |
2010年 | 14篇 |
2009年 | 16篇 |
2008年 | 11篇 |
2007年 | 22篇 |
2006年 | 19篇 |
2005年 | 12篇 |
2004年 | 11篇 |
2003年 | 12篇 |
2002年 | 9篇 |
2001年 | 10篇 |
2000年 | 12篇 |
1999年 | 8篇 |
1998年 | 9篇 |
1997年 | 12篇 |
1996年 | 5篇 |
1995年 | 8篇 |
1994年 | 6篇 |
1993年 | 6篇 |
1992年 | 5篇 |
1991年 | 5篇 |
1990年 | 9篇 |
1989年 | 3篇 |
1985年 | 6篇 |
1984年 | 4篇 |
1983年 | 4篇 |
1982年 | 2篇 |
1979年 | 4篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1974年 | 3篇 |
1973年 | 2篇 |
1968年 | 1篇 |
1966年 | 1篇 |
1965年 | 1篇 |
1962年 | 1篇 |
1956年 | 2篇 |
1955年 | 1篇 |
1938年 | 1篇 |
排序方式: 共有591条查询结果,搜索用时 15 毫秒
61.
Sally Tomlinson 《Journal of Educational Change》2003,4(3):213-230
This article explores some of the major continuities and changes in policy and practice concerning the inclusion of racial and ethnic minorities ineducation and economic placement in a global economy. It refers to papers given at five sessions of the International Sociological Association's (ISA)four-yearly world congresses, held between1986-2002. In particular it notes educational changes and disadvantages affecting minorities in Britain over twenty-five years. A major conclusion is that education within acompetitive global economy can encourage newforms of racial and social exclusion. 相似文献
62.
63.
The Implementation of Progress Files in Higher Education: Reflection as National Policy 总被引:1,自引:0,他引:1
Progress files, involving personal development planning (PDP), are becoming a feature of many higher education systems internationally.
In the UK they will become mandatory for all undergraduate students from 2005. This presents a major implementation challenge,
because while reflection has been a cornerstone of practice in some areas of higher education for a considerable time, its
generalisation as national policy changes its discursive location. The paper presents findings from a case study of the implementation
of PF in one UK Higher Education Institution (HEI). It reports on how staff in one institution understand PF in the context
of national policy, and on how they interpret the challenges they face in facilitating reflection for all students. The paper
argues that pedagogical innovations take on a different meaning when applied to the system as a whole. 相似文献
64.
Brown Scott W. Boyer Mark A. Mayall Hayley J. Johnson Paula R. Meng Lin Butler Michael J. Weir Kimberly Florea Natalie Hernandez Magnolia Reis Sally 《Instructional Science》2003,31(4-5):255-276
The GlobalEd Project employs a technology richenvironment for high school students who wishto participate in a simulation of internationalrelations and negotiation. A simulationconsists of negotiations on a variety ofinternational policy issues conducted bystudents from 10–15 schools through anInternet-based interface. This study reportsthe findings of 234 high school participants'changes in academic and technologyself-efficacy skills, as well as knowledge,attitudes and behaviors related to academicpreparation and performance, the use ofeducational technology, and associated outcomesfrom participating in a simulation ofinternational relations. The results arediscussed in terms of the current literature onself-efficacy and gender differences incognitive process. 相似文献
65.
As part of an overall effort to bring together academic and campus learning, Hamline is working on expanding its First-Year Seminar to include the broad range of student learning experiences—from residential life and work-study to academic development and career advising. The two cochairs of the First-Year Experience Task Force explain how this project is unfolding and illuminate both the challenges and the successes. 相似文献
66.
Disruptive behaviour, as assessed by teachers, is reported as being consistently related to low base heart rates and low reactivity to mild stress. To date, most investigations have used mainstream school samples of boys within the 11‐16 age range approximately. It has been suggested that the predicted low base heart rates for antisocial children may be reversed in younger children. Present findings do not confirm such a trend in boys aged 7 to 9 years. Their responses were similar to those of older children. The implications for further research and the management of children in school are discussed. 相似文献
67.
68.
Sally Peterson 《Community College Journal of Research & Practice》2016,40(5):370-384
This study of community college student-parents used interpretive phenomenological analysis of interview data contributed by 15 participants from three Mountain West Community Colleges. The participants qualified by the following criteria: had delayed college entrance by 2 years or more, had a child not yet in kindergarten, were full-time students in an associate degree program, worked part-time, and had 15 credits or more toward their degree. This study revealed what it meant for student-parents to have success while they addressed the challenges of balancing work, home, child care, and academic responsibilities. The student-parents described experiences that required prioritizing responsibilities, managing time effectively, securing needed support services, addressing stress, developing strategies for study and parenting, and maintaining a positive mindset. The findings include quotations that describe the challenges of each student-parent; whether individually unique, conflicting, or shared by the subset of this nontraditional student group. The student-parents shared a common sense of resolve to use prioritizing strategies as they made decisions affecting their degree completion. Student-parents had the common goal to obtain a better life for themselves and their children. 相似文献
69.
Christopher?J.?McCarthyEmail author Richard?G.?Lambert Sally?Lineback Paul?Fitchett Priscila?G.?Baddouh 《Educational Psychology Review》2016,28(3):577-603
Stress research increasingly emphasizes the role of appraisal in determining which events are perceived as stressful. The Classroom Appraisal of Resources and Demands (CARD) was developed to measure teachers’ appraisals of their classroom demands and resources in order to assess their risk for experiencing occupational stress. The present purposes are to review the literature identifying appraisals as a key determinant of stress, to describe the development of the CARD, and to provide meta-analytic results from 18 studies comparing CARD scores to the following variables: teacher’s job satisfaction and occupational commitment, burnout symptoms, stress prevention resources, and challenging student demands. Results suggest moderate effects for associations between the CARD and these constructs, and implications for educational policy aimed at reducing turnover and increasing teacher and student welfare are discussed. 相似文献
70.
运用“增值”评量指标评估学校表现 总被引:6,自引:0,他引:6
运用“增值”评量方法能增强学校效能评估的效度,同时也为教育评估提供了有关的新理念。进行“增值”评量时,有必要收集学生的学习成绩、学生的学习能力基线、学校背景和情境信息、学校教育环境信息等。在研究学校效能的领域里比较常用的几种统计分析方法各有其优缺点。为得到学校的真实情况,需要分析不同类型“增值”评量指标。有关人员需了解“增值”评量方法的局限性,以做到有效使用。一个旨在促进学校评价方法创新和学校教学质量提高的中一英合作“增值”评量试验项目正在中国进行。 相似文献