全文获取类型
收费全文 | 236篇 |
免费 | 0篇 |
专业分类
教育 | 182篇 |
科学研究 | 7篇 |
各国文化 | 5篇 |
体育 | 17篇 |
文化理论 | 1篇 |
信息传播 | 24篇 |
出版年
2021年 | 1篇 |
2020年 | 4篇 |
2019年 | 3篇 |
2018年 | 6篇 |
2017年 | 4篇 |
2016年 | 6篇 |
2015年 | 4篇 |
2014年 | 5篇 |
2013年 | 63篇 |
2012年 | 1篇 |
2011年 | 5篇 |
2010年 | 4篇 |
2009年 | 1篇 |
2008年 | 4篇 |
2007年 | 9篇 |
2006年 | 6篇 |
2005年 | 4篇 |
2004年 | 3篇 |
2003年 | 4篇 |
2002年 | 6篇 |
2001年 | 3篇 |
2000年 | 9篇 |
1999年 | 5篇 |
1998年 | 5篇 |
1997年 | 5篇 |
1996年 | 6篇 |
1995年 | 4篇 |
1994年 | 3篇 |
1993年 | 4篇 |
1992年 | 5篇 |
1991年 | 2篇 |
1990年 | 2篇 |
1989年 | 5篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1986年 | 3篇 |
1985年 | 2篇 |
1984年 | 3篇 |
1982年 | 5篇 |
1981年 | 4篇 |
1980年 | 1篇 |
1979年 | 2篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1972年 | 3篇 |
1970年 | 1篇 |
1940年 | 1篇 |
排序方式: 共有236条查询结果,搜索用时 0 毫秒
151.
Clive Whitehead 《History of education》2013,42(5):561-575
The Federation of Worker Writers and Community Publishers was set up in 1976 by a number of independent writing and publishing groups to support and develop the writing of working class and other marginalized people. Focusing on the development of individuals within a collective organization over the previous three decades provides important insights into their learning experiences even though the aims of these workshops were not conceived in educational terms. Many aspiring writers faced quite severe difficulties and opposition from those close to them although elements of working class life also fostered individual expression and development. In this context, the workshop provided a collective experience for people who both supported and challenged each other to improve their writing. Although workshops were inclusive and accessible to all some writers would go on to achieve considerable success. This undermines any simple notion of ‘relativism’ which has been used to characterize the movement. It also brings into question the idea of the individual genius who has emerged in spite of her/his roots. Finally, it helps us to better understand the changes and continuity in the idea of the mainstream. 相似文献
152.
Clive R. Belfield 《Research in higher education》2013,54(1):1-29
This paper examines the institutional determinants of federal loan status for a recent cohort of college students. We first set out how institutions influence loan accumulations and repayment rates, with particular focus on for-profit colleges. We then test a set of hypotheses about loan status and repayment using national data on loans, defaults, and repayments merged with college-level data. For all measures of loan status there are significant raw gaps between for-profit colleges and public and not-for-profit colleges. After controlling for student characteristics, measures of college quality, and college practices, large gaps in loan balance per student remain: students in for-profit colleges, especially the 2-year colleges, borrow approximately four times as much as they would have at a 2-year public college. For a student attending the ‘average’ college, their repayment rate is predicted to be 5 [9] percentage points lower if that college is for-profit compared to public [non-profit]. Repayment rates are also lower for colleges with higher proportions of minority students and with lower graduation rates; contrary to some claims, single-program institutions appear to have higher repayment rates. 相似文献
153.
154.
Jacquelyn A. Brown Virginia Pensabene Dmitry A. Markov Vanessa Allwardt M. Diana Neely Mingjian Shi Clayton M. Britt Orlando S. Hoilett Qing Yang Bryson M. Brewer Philip C. Samson Lisa J. McCawley James M. May Donna J. Webb Deyu Li Aaron B. Bowman Ronald S. Reiserer John P. Wikswo 《Biomicrofluidics》2015,9(5)
The blood-brain barrier (BBB) is a critical structure that serves as the gatekeeper between the central nervous system and the rest of the body. It is the responsibility of the BBB to facilitate the entry of required nutrients into the brain and to exclude potentially harmful compounds; however, this complex structure has remained difficult to model faithfully in vitro. Accurate in vitro models are necessary for understanding how the BBB forms and functions, as well as for evaluating drug and toxin penetration across the barrier. Many previous models have failed to support all the cell types involved in the BBB formation and/or lacked the flow-created shear forces needed for mature tight junction formation. To address these issues and to help establish a more faithful in vitro model of the BBB, we have designed and fabricated a microfluidic device that is comprised of both a vascular chamber and a brain chamber separated by a porous membrane. This design allows for cell-to-cell communication between endothelial cells, astrocytes, and pericytes and independent perfusion of both compartments separated by the membrane. This NeuroVascular Unit (NVU) represents approximately one-millionth of the human brain, and hence, has sufficient cell mass to support a breadth of analytical measurements. The NVU has been validated with both fluorescein isothiocyanate (FITC)-dextran diffusion and transendothelial electrical resistance. The NVU has enabled in vitro modeling of the BBB using all human cell types and sampling effluent from both sides of the barrier. 相似文献
155.
The analysis concerns the way in which socio‐economic disadvantage affects the educational performance of children from different ethnic groups. Nationally representative data was provided by the 10 year follow‐up survey of the Child Health and Education Study. The effects of nine indicators of socio‐economic disadvantage on the intelligence, and reading test scores of United Kingdom, West Indian and Asian children were investigated. Differences were found between these groups of children in terms of the relationships between the disadvantage indicators and the test scores. The most striking result was the lack of sensitivity of the West Indian children's test scores to socio‐economic conditions. Attention was focused on this phenomenon, the analysis being repeated using United Kingdom and Asian children who had been matched with the West Indian children on the basis of intelligence. Again it was found that, unlike Asian and United Kingdom children, the test scores of West Indian children did not show any statistically significant relationships between the nine criteria of socio‐economic disadvantage. Subsequent analyses indicated a relationship between mother's social class and also mother's age and reading attainment in West Indian children. Various methods of explaining these results are discussed. It is suggested that further research should be pursued which investigates first whether different measures of socio‐economic disadvantage are relevant to West Indians, and secondly whether other non‐socioeconomic dimensions of disadvantage may help to explain the unique position of West Indian children. 相似文献
156.
157.
158.
This paper highlights the importance of societal culture to developing theory, policy and practice within an increasingly globalising educational context. It argues that tensions exist between globalisation and societal culture and that globalisation makes the recognition of societal culture and cross-cultural similarities and differences more, not less, important. Consequently, the inclusion of societal culture as a factor in investigations covering such themes as the curriculum, teaching and learning, leadership and school-based management is seen as an imperative for the future development of comparative education. Accordingly, the first part of the paper clarifies the concept of 'globalisation'. In the second part, globalisation and societal culture are juxtaposed and the interface between them is explored. The third part offers a set of dimensions by which to gauge the influence of, and to compare, cultures. Finally, we illustrate our argument for greater cultural sensitivity by raising some key issues concerning school reform and improvement. 相似文献
159.
160.