全文获取类型
收费全文 | 2014篇 |
免费 | 38篇 |
国内免费 | 1篇 |
专业分类
教育 | 1623篇 |
科学研究 | 42篇 |
各国文化 | 23篇 |
体育 | 106篇 |
综合类 | 1篇 |
文化理论 | 14篇 |
信息传播 | 244篇 |
出版年
2022年 | 18篇 |
2021年 | 24篇 |
2020年 | 39篇 |
2019年 | 66篇 |
2018年 | 92篇 |
2017年 | 96篇 |
2016年 | 95篇 |
2015年 | 43篇 |
2014年 | 72篇 |
2013年 | 457篇 |
2012年 | 61篇 |
2011年 | 73篇 |
2010年 | 69篇 |
2009年 | 66篇 |
2008年 | 75篇 |
2007年 | 67篇 |
2006年 | 49篇 |
2005年 | 50篇 |
2004年 | 51篇 |
2003年 | 30篇 |
2002年 | 32篇 |
2001年 | 20篇 |
2000年 | 23篇 |
1999年 | 16篇 |
1998年 | 26篇 |
1997年 | 28篇 |
1996年 | 24篇 |
1995年 | 26篇 |
1994年 | 17篇 |
1993年 | 33篇 |
1992年 | 23篇 |
1991年 | 16篇 |
1990年 | 21篇 |
1989年 | 22篇 |
1988年 | 18篇 |
1987年 | 8篇 |
1986年 | 10篇 |
1985年 | 7篇 |
1984年 | 5篇 |
1982年 | 10篇 |
1981年 | 3篇 |
1980年 | 6篇 |
1979年 | 10篇 |
1978年 | 4篇 |
1977年 | 7篇 |
1976年 | 4篇 |
1975年 | 4篇 |
1974年 | 6篇 |
1973年 | 8篇 |
1968年 | 5篇 |
排序方式: 共有2053条查询结果,搜索用时 0 毫秒
1.
Anne Maddison 《British Journal of Special Education》2002,29(1):20-28
Anne Maddison is deputy headteacher, with responsibility for curriculum, at the Milestone School, a special school created recently after the amalgamation of three smaller schools. In this article, she describes the development of an outcomes-based curriculum for pupils with a range of learning difficulties aged from two to 16 years. Anne Maddison sets out the rationale for her work in the context of a need to promote shared approaches to teaching and learning at this newly formed school.
The curriculum development project described here was evaluated using questionnaires, interviews and the analysis of documents and practice as part of a case study in school-based enquiry. Anne Maddison used the outcomes of these processes as part of her Doctor of Education (EdD): Educational Leadership course at Lincoln University.
Since this article was written, the Milestone School has undergone its first Ofsted inspection. The report noted that teaching at the school is 'of very high quality' and the curriculum 'is very good'. Inspectors noted that 'the planning of schemes of work, which are being developed with different subjects being focused on each year, is exemplary, with clear outcomes for pupils of different abilities'. While Anne Maddison's article details the experience of one school, her analysis may be of interest to other school managers, teachers, governors or advisers who are seeking to promote the development of a more inclusive curriculum. 相似文献
The curriculum development project described here was evaluated using questionnaires, interviews and the analysis of documents and practice as part of a case study in school-based enquiry. Anne Maddison used the outcomes of these processes as part of her Doctor of Education (EdD): Educational Leadership course at Lincoln University.
Since this article was written, the Milestone School has undergone its first Ofsted inspection. The report noted that teaching at the school is 'of very high quality' and the curriculum 'is very good'. Inspectors noted that 'the planning of schemes of work, which are being developed with different subjects being focused on each year, is exemplary, with clear outcomes for pupils of different abilities'. While Anne Maddison's article details the experience of one school, her analysis may be of interest to other school managers, teachers, governors or advisers who are seeking to promote the development of a more inclusive curriculum. 相似文献
2.
Clifford A. Lynch 《Archives and Museum Informatics》1997,11(1):5-13
Digital documents in the networked information environment fundamentally change the ways that visual materials can be used in education and scholarly discourse. These new uses raise questions about research library strategies with regard to digitized visual materials as a part of their collections, challenge assumptions underlying intellectual property rights for images and their scope, and offer ways in which visual literacy can become a more integral part of the common educational experience. 相似文献
3.
4.
Notwithstanding the expansion of higher education across the OECD, there continues to be concern about the levels of participation amongst those from disadvantaged backgrounds. In response to this, a new form of financial support for students from low-income families, the 'opportunity bursary', was introduced for a limited period in England from 2001/02. Surveys of two cohorts of opportunity-bursary applicants were carried out and these suggested possible psychological, behavioural and economic impacts. Fewer opportunity-bursary recipients than non-recipients reported that part-time work had interfered with their studies and more reported that the bursary had made them less worried about meeting the costs of going to university. There was some evidence that the scheme led to increased retention in the first year of university study; it also appeared to lead to lower levels of debt, in particular bank overdrafts or credit card debt. 相似文献
5.
Anne W. Graves Russell Gersten Diane Haager 《Learning disabilities research & practice》2004,19(4):262-272
This study examined literacy instruction in 14 first‐grade classrooms of English learners (ELs) in three schools in a large urban school district in southern California over a two‐year period. Pre‐ and posttest measures of oral‐reading fluency for 186 first graders, representing 11 native languages, were the outcome data. Reading‐fluency data were examined in reference to ratings of literacy practices using the English Learners Classroom Observation Instrument (ELCOI). Results indicated a moderately strong correlation (r= 0.65) between ELCOI rating and gain in oral‐reading fluency at the end of first grade. We report patterns of ELs who read below the oral‐reading fluency benchmark thresholds and patterns of students who were ultimately labeled with learning disabilities. Instructional practices of teachers rated “high” and “low” are discussed. Educational implications and recommendations for future research are discussed. 相似文献
6.
7.
8.
Research Findings. The present study examined relations between social-cognitive skills, aggression, and social competence using teacher questionnaires and tabletop tasks with preschool and kindergarten children. It was hypothesized that the acquisition of a theory of “mind”, as indexed by an understanding of false beliefs, might be related to social behavior for this age group. Overall, results indicated that both generation of forceful solutions in a traditional social-problem solving task and performance on the false belief tasks were significantly related to social competence, after controlling for the effects of age, language comprehension, and teacher ratings of aggression. In addition, theory of mind understanding was a better predictor of social competence than performance on a more traditional social information-processing task that involved the generation of alternative solutions to interpersonal problems. Practice. The implications of these findings for preschool and kindergarten peer relations and their potential relevance to treatment of deficits in social skills are discussed. Specifically, training in an understanding of counterfactual thinking (e.g., through increased and structured opportunities to engage in pretend play and storytelling) may enhance preschooler social skills. 相似文献
9.
Six years have gone by since the passing of No Child Left Behind (2002) and due to the ‘high-stake’ riders attached to this legislation, educators at all levels have found themselves in
a state of both emotional and cognitive dissonance. Recent research in the field of neuroscience combined with principles
gained from constructivism support the importance of developing and implementing both a child-centered curriculum and a positive
learning environment that is appropriate for young children. This paper addresses some of the difficulties that arise from
the No Child Left Behind act and teaching from a constructivist model. Additionally, positive suggestions are provided for the early childhood educator
in order to support current teaching philosophies despite the pressures of high-stakes testing. 相似文献
10.
A representative sample of undergraduate and postgraduate international students at a large Australian university (n=979, 64% females) completed a mail-back survey of their health and wellbeing. Most students evaluated their current and previous
physical and mental health positively. Health-related risk practices such as unprotected sexual activity, drug use, smoking
and gambling, were reported by few students. There was little change in health or risk behaviours since coming to Australia
and few changes that were health compromising. Few demographic or situational variables, including age and gender, had a significant
impact on students' wellbeing. This study has revealed that few international students find the experience of studying in
an overseas country detrimental to their wellbeing. Nevertheless, for those students who encounter difficulties or are at
increased risk of health-compromising outcomes, we must ensure better delivery of health promotion education, and access to,
and use of, available counselling and health services.
相似文献
Doreen Anne RosenthalEmail: |