全文获取类型
收费全文 | 808篇 |
免费 | 8篇 |
国内免费 | 1篇 |
专业分类
教育 | 564篇 |
科学研究 | 33篇 |
各国文化 | 8篇 |
体育 | 124篇 |
综合类 | 2篇 |
文化理论 | 3篇 |
信息传播 | 83篇 |
出版年
2023年 | 1篇 |
2022年 | 2篇 |
2021年 | 13篇 |
2020年 | 9篇 |
2019年 | 29篇 |
2018年 | 36篇 |
2017年 | 29篇 |
2016年 | 39篇 |
2015年 | 24篇 |
2014年 | 27篇 |
2013年 | 224篇 |
2012年 | 21篇 |
2011年 | 22篇 |
2010年 | 11篇 |
2009年 | 24篇 |
2008年 | 27篇 |
2007年 | 18篇 |
2006年 | 21篇 |
2005年 | 26篇 |
2004年 | 17篇 |
2003年 | 22篇 |
2002年 | 11篇 |
2001年 | 7篇 |
2000年 | 18篇 |
1999年 | 10篇 |
1998年 | 10篇 |
1997年 | 12篇 |
1996年 | 11篇 |
1995年 | 11篇 |
1994年 | 11篇 |
1993年 | 4篇 |
1992年 | 11篇 |
1991年 | 7篇 |
1990年 | 7篇 |
1989年 | 6篇 |
1988年 | 10篇 |
1987年 | 1篇 |
1986年 | 3篇 |
1985年 | 4篇 |
1984年 | 5篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1967年 | 1篇 |
1918年 | 1篇 |
排序方式: 共有817条查询结果,搜索用时 31 毫秒
11.
This article follows an earlier publication highlighting the changing role of special educational needs co‐ordinators (SENCos) in England. SENCos are now required to manage change strategically and deliver inclusive school cultures. School‐based action research undertaken by a teacher studying for the postgraduate National Award for SEN Co‐ordination (NASENCO) is featured in the article; a strategic review of resource allocation increased the availability and quality of interventions for students with special educational needs and disabilities (SEND). The commentary which frames the study acknowledges that many SENCos are not yet members of a senior school management team (SMT) despite their mandated strategic whole‐school remit. Featuring the process through which one SENCo has strived to enhance SEND provision and develop context‐specific key performance indicators brings official guidance on the SENCo's role in strategic change management into sharp focus, raising questions that should concern both SMTs and non‐SMT SENCos. 相似文献
12.
Kenneth D. Smith John Paul Eddy Thomas C. Richards Paul N. Dixon 《The American journal of distance education》2013,27(2):5-13
Abstract An empirical examination of accredited American higher education institutions was conducted to obtain baseline data regarding distance education copyright, intellectual property, and antitrust concerns. Additionally, a multiple‐case study involving ten of the top thirty accredited distance education institutions in America was conducted. Policy approaches were examined for all institutions, and differences were discussed between public and private institutions as well as between the following Carnegie Classification institutions: Research I and II, Doctorate I and II, and Master's I and II. Data indicated that, out of the schools surveyed, 22% of the institutions in these Carnegie Classification categories published copyright and intellectual property policies on their institution's Web site. In the case study, it was found that 90% of the institutions centrally controlled their distance education program administration as well as the copyright and intellectual property policies related to it. 相似文献
13.
This study examines the internal consistency of Novak and Gowin's scoring scheme and its effect on the prediction validity of concept mapping as an alternative science classroom achievement assessment. Data were collected in three typical situations: very limited concept mapping experience with free‐style concept mapping; some concept mapping experience with questions provided; extensive concept mapping experience with a list of concepts provided for. It was found that Novak's scoring scheme was not internally consistent, and therefore there was generally no significant correlation between students’ scores on concept mapping and students’ scores on conventional classroom achievement assessments. The need for a new scoring scheme when concept mapping is used as an alternative science assessment is discussed. 相似文献
14.
While constructivism has made a considerable mark concerning learning in many areas of school learning, much less is evident
relating to the education and professional development of teachers. This paper not only deals with the implementation and
evaluation of such a constructivist course, but extends the argument towards the induction of teachers into “critical constructivism”
through their own action research projects. Data is drawn from a single case study which illuminates the induction process
and illustrates the changes taking place in the professional life and the reflective practice of one teacher as she deals
with scientific concepts with two classes of 11–15 and 18–25 year olds. The Brazilian setting for the course lends resonance
to its international significance. 相似文献
15.
Eddy H. de Bruyn 《Educational studies》2005,31(1):15-27
The present study was designed to investigate the relationships between role strains following the transition to secondary school and academic achievement. Academic engagement was hypothesized to mediate between role strain and achievement. The sample consisted of 749 students in their first year of secondary school. Four types of role strain were investigated: parent, teacher, school and peer. Parent and teacher role strains appeared to be negatively associated with academic achievement, as mediated through academic engagement. Parent and school role strain were directly and negatively associated with achievement. Results are discussed in the light of parenting practices and the developmental mismatch hypothesis. 相似文献
16.
Instructional Science - K-12 classroom settings are not yet incorporating emerging technologies such as ubiquitous computing, augmented reality, nor even touch surfaces, despite the significant... 相似文献
17.
A project in Sri Lanka sponsored by USAID AND the Overseas Education Fund (OEF) used nonformal training to prepare development workers to help women's groups orgnize income-generating projects. OEF and the Women's Bureau developed a 2-phase program for a toatl of 2 months training, which was separated by a 5-month period of field work. By the time the project came to an end in June 1982, development officers had helped rural women set up 2000 income-generating activities in Sri Lanka. their net profit was US $32,000 per month or an average of US $16 per woman. The profits from their activities surpassed the cost of the training project in less than a year. In the following year another 2000 activities were successfully started, so that beneficiaries, as of June, 1983 totalled over 22,000 people--4000 rural wmen and their families. The project, therefore, had a positive impact in a variety of areas: increased agricultural population, increased employment, increased participation of women in economic activities, development of institutional capability in rural areas, raised income of the rural poor and enhancement of health and nutrition. 相似文献
18.
19.
Mike Zapp 《Globalisation, Societies & Education》2019,17(2):231-260
Much recent research stresses the increasing relevance of international organisations (IOs) for national education policymaking. Yet, IOs’ curriculum recommendations have remained largely out of scope, although they provide a forceful example of ‘soft’ governance. Based on a content analysis of 83 documents from 42 inter/-nongovernmental, global and regional organisations involved in international education networks between 1990 and 2015, this paper identifies an expansive field of IOs directing growing attention to such curricular issues as student needs, educational goals and content, as well as issues of teaching and learning. In line with much cross-national curriculum research, analysis provides evidence for the trend towards a global curriculum model stressing empowerment, individual agency and psychosocial development. The article argues that the strong focus on human capabilities and human capital in IOs’ curriculum policies reflects wider cultural transformations in contemporary world society. The article concludes by arguing for an expanded analytical scope of IOs’ educational work and a reconsideration of causal explanations in curriculum theories. 相似文献
20.
Stellingwerff T Boit MK Res PT;International Association of Athletics Federations 《Journal of sports sciences》2007,25(Z1):S17-S28
Middle-distance athletes implement a dynamic continuum in training volume, duration, and intensity that utilizes all energy-producing pathways and muscle fibre types. At the centre of this periodized training regimen should be a periodized nutritional approach that takes into account acute and seasonal nutritional needs induced by specific training and competition loads. The majority of a middle-distance athlete's training and racing is dependant upon carbohydrate-derived energy provision. Thus, to support this training and racing intensity, a high carbohydrate intake should be targeted. The required energy expenditure throughout each training phase varies significantly, and thus the total energy intake should also vary accordingly to better maintain an ideal body composition. Optimizing acute recovery is highly dependant upon the immediate consumption of carbohydrate to maximize glycogen resynthesis rates. To optimize longer-term recovery, protein in conjunction with carbohydrate should be consumed. Supplementation of beta-alanine or sodium bicarbonate has been shown to augment intra- and extracellular buffering capacities, which may lead to a small performance increase. Future studies should aim to alter specific exercise (resistance vs. endurance) and/or nutrition stimuli and measure downstream effects at multiple levels that include gene and molecular signalling pathways, leading to muscle protein synthesis, that result in optimized phenotypic adaptation and performance. 相似文献