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991.
André Petitat 《British Journal of Sociology of Education》1987,8(4):379-390
Most sociological theories present school as a source and a channel of social reproduction: of a dominant group, of essential values, of bureaucracy, etc. This paper, primarily based on a study of the origins of colleges and the bourgeoisie in the sixteenth century comes to an opposite conclusion: it shows school as an agent or an active medium in the emergence of structures and social groups. Other historical situations reveal the multiple contributions school makes to the production of society. While interrelating history, pedagogy and sociology, this constructivist point of view renders an active role to the teachers. 相似文献
992.
993.
994.
Cecilia Bjursell Paul Nystedt Anita Björklund Ola Sternäng 《Educational gerontology》2017,43(10):511-521
A prolonged working life is crucial for sustaining social welfare and fiscal stability for countries facing ageing populations. The group of older adults is not homogeneous; however, differences within the group may affect the propensity to continue working and to participate in continuing education. The aim of this paper is to explore how participation in work and education vary with gender, age, and education level in a sample of older adults. The study was performed in Sweden, a context characterized by high female labour-market-participation rates and a high average retirement age. The participants were 232 members of four of the major senior citizens’ organizations. We found no differences in participation in work and education based on gender. People older than 75 years were found to be as active as people 65–75 years old in education, but the older group worked less. There were positive associations between education level and participation in both work and education. Hence, this study implies that socio-economic inequalities along these dimensions are widened later in life. This highlights the importance of engaging workers with lower education levels in educational efforts throughout life. It also emphasizes the need for true lifelong learning in society. 相似文献
995.
Gustafson S Fälth L Svensson I Tjus T Heimann M 《Journal of learning disabilities》2011,44(2):123-135
In a longitudinal intervention study, the effects of three intervention strategies on the reading skills of children with reading disabilities in Grade 2 were analyzed. The interventions consisted of computerized training programs: One bottom-up intervention aimed at improving word decoding skills and phonological abilities, the second intervention focused on top-down processing on the word and sentence levels, and the third was a combination of these two training programs (n = 25 in each group). In addition, there were two comparison groups, 25 children with reading disabilities who received ordinary special instruction and 30 age-matched typical readers. All reading disabled participants completed 25 training sessions with special education teachers. All groups improved their reading skills. The group who received combined training showed higher improvements than the ordinary special instruction group and the typical readers. Different cognitive variables were related to treatment gains for different groups. Thus, a treatment combining bottom-up and top-down aspects of reading was the most effective in general, but individual differences among children need to be considered. 相似文献
996.
This paper examined observed score linear equating in two different data collection designs, the equivalent groups design and the nonequivalent groups design, when information from covariates (i.e., background variables correlated with the test scores) was included. The main purpose of the study was to examine the effect (i.e., bias, variance, and mean squared error) on the estimators of including this additional information. A model for observed score linear equating with covariates first was suggested. As a second step, the model was used in a simulation study to show that the use of covariates such as gender and education can increase the accuracy of an equating by reducing the mean squared error of the estimators. Finally, data from two administrations of the Swedish Scholastic Assessment Test were used to illustrate the use of the model. 相似文献
997.
Richard Quentin Shin Lance Christian Smith Kristopher Michael Goodrich Nina Daniele LaRosa 《International journal for the advancement of counseling》2011,33(2):113-126
Extant research has neglected to explore the diversity representation of counselor education programs. This pilot study sought
to examine the extent to which CACREP-accredited master’s-level programs attend to the representation of people of color,
individuals with dis/abilities, lesbian, gay, bisexual (LGB), and transgender persons within admissions, enrollment, and graduation
data. The findings indicated little consistency in the maintenance of students’ demographic characteristics among participating
programs. The authors contend that counseling programs need to critically analyze their policies and procedures to ensure
a responsive milieu for students from diverse backgrounds. Implications for the counseling field are presented. 相似文献
998.
999.
Kärnä A Voeten M Little TD Poskiparta E Kaljonen A Salmivalli C 《Child development》2011,82(1):311-330
This study demonstrates the effectiveness of the KiVa antibullying program using a large sample of 8,237 youth from Grades 4-6 (10-12 years). Altogether, 78 schools were randomly assigned to intervention (39 schools, 4,207 students) and control conditions (39 schools, 4,030 students). Multilevel regression analyses revealed that after 9 months of implementation, the intervention had consistent beneficial effects on 7 of the 11 dependent variables, including self- and peer-reported victimization and self-reported bullying. The results indicate that the KiVa program is effective in reducing school bullying and victimization in Grades 4-6. Despite some evidence against school-based interventions, the results suggest that well-conceived school-based programs can reduce victimization. 相似文献
1000.
Christian Schweighofer und Christian Butschek 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2007,6(5):135-150
Das FHStG erm?glicht Erhaltern von Fachhochschul-Studieng?ngen unter bestimmten Voraussetzungen die Verleihung der Bezeichnung
"Fachhochschule". Dabei ist ua eine Organisation einzurichten und nachzuweisen, die aus einem Fachhochschulkollegium und einem
Leiter des Fachhochschulkollegiums besteht. Beide Organe sind Ausfluss fachhochschulischer Autonomie. Hinsichtlich Rechtsstellung
und Aufgabenwahrnehmung dieser Organe besteht eine Reihe von Unklarheiten auf verfassungsrechtlicher und einfachgesetzlicher
Ebene. Auch die Zusammenarbeit zwischen Erhalter und autonomem Bereich ist durch einige – vom FHStG ungeregelte – Problembereiche
gekennzeichnet. Da viele Erhalter in der Rechtsform einer GmbH organisiert sind, fragt sich zus?tzlich, wie die Bestimmungen
des GmbHG hier zum Tragen kommen. Der vorliegende Beitrag zeigt einige m?gliche Auslegungsvarianten von unklaren Bestimmungen
des FHStG, aber auch grundlegende verfassungsrechtliche Probleme auf. Immerhin l?sst sich festhalten, dass fachhochschulische
Autonomieauch im Rahmen der Rechtsform der GmbH grunds?tzlich gelebt und vollzogen werden kann. Der Beitrag kommt aber auch
zum Schluss, dass das FHStG in einigen Punkten dringend einer Novellierung bedarf. 相似文献