全文获取类型
收费全文 | 228篇 |
免费 | 4篇 |
专业分类
教育 | 146篇 |
科学研究 | 5篇 |
各国文化 | 46篇 |
体育 | 19篇 |
文化理论 | 3篇 |
信息传播 | 13篇 |
出版年
2021年 | 3篇 |
2020年 | 5篇 |
2019年 | 6篇 |
2018年 | 9篇 |
2017年 | 17篇 |
2016年 | 12篇 |
2015年 | 10篇 |
2014年 | 13篇 |
2013年 | 61篇 |
2012年 | 2篇 |
2011年 | 6篇 |
2010年 | 2篇 |
2009年 | 4篇 |
2008年 | 4篇 |
2007年 | 5篇 |
2006年 | 2篇 |
2005年 | 2篇 |
2004年 | 3篇 |
2003年 | 4篇 |
2002年 | 1篇 |
2001年 | 4篇 |
2000年 | 2篇 |
1999年 | 3篇 |
1998年 | 3篇 |
1997年 | 2篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 2篇 |
1987年 | 3篇 |
1986年 | 4篇 |
1985年 | 3篇 |
1984年 | 1篇 |
1983年 | 3篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1978年 | 4篇 |
1977年 | 4篇 |
1976年 | 1篇 |
1972年 | 1篇 |
1971年 | 1篇 |
1970年 | 1篇 |
1967年 | 1篇 |
1961年 | 1篇 |
1956年 | 1篇 |
排序方式: 共有232条查询结果,搜索用时 15 毫秒
71.
72.
73.
74.
75.
EDUCATION AND THE MIDDLE CLASSES: AGAINST REDUCTIONISM IN EDUCATIONAL THEORY AND RESEARCH 总被引:3,自引:0,他引:3
ABSTRACT: This paper critiques what it sees as a tendency on the part of certain social researchers to engage in moralistic critiques of middle-class parents, especially in relation to the choices and actions of such parents within educational quasi-markets. It proceeds to a linked critique of the influence within education of certain aspects of the work of Pierre Bourdieu, with particular reference to the concepts of symbolic violence and the depiction of cultural meanings as arbitrary. It is argued that both these developments involve unhelpful and unjustified forms of reductionism that could have the effect of alienating middle-class support for a range of broadly progressive political endeavours within and beyond education. 相似文献
76.
77.
Uwe Beck 《Educational Studies in Mathematics》1977,8(4):439-460
Ohne ZusammenfassungHerrn Professor Dr. E. Wittmann danke ich für wichtige Anregungen. 相似文献
78.
Counselors, faculty, and student personnel specialists are often unaware that college students are experiencing serious academic or adjustment difficulties until it is too late to rectify the problem. Most universities would benefit from an early warning system that detects at-risk students before performance or social problems jeopardize their college careers. This investigation demonstrated that scores from the Survey of Academic Orientations (SAO) were predictive of first-semester freshmen grades. Subsequent analysis showed that the SAO significantly improved the prediction of grade point averages, after taking the effects of Scholastic Assessment Test scores and high school percentage rank into consideration. The SAO gives educators a new early warning device, a way to identify those undergraduates most at risk of receiving poor grades. The next steps in the research process are to: (1) assess the relationship of SAO scores to other important academic indexes, such as retention and student stress, and (2) determine if furnishing counselors and other college personnel with SAO scores is of therapeutic value. 相似文献
79.
Charles R. Beck 《Educational technology research and development : ETR & D》1984,32(4):207-216
This study examined visual cueing methods via reading aptitudes based on a sample of 256 fourth-grade subjects. The methods,
based on displays of 12 pictures and accompanying passages, included: (a) noncues; (b) pictorial cues (i.e., arrows and labels];
(c) textual cues (i.e., underlined type and colored type); and (d) a combination of pictorial and textual cues. Subjects were
of average reading ability (ARA) and low reading ability (LRA). One major finding indicated that ARA and LRA subjects achieved
significantly higher scores on the combinational cues than on the noncues. The results also revealed that ARA subjects outscored
LRA subjects on all four methods. In regard to the pictorial cues, the ARA and LRA groups scored higher on the label cues
than on the arrow cues, and the ARA group surpassed the LRA group on the label and arrow cues. 相似文献
80.
Diana Raufelder Nicola Neumann Martin Domin Robert C. Lorenz Tobias Gleich Sabrina Golde Lydia Romund Anne Beck Frances Hoferichter 《Child development》2021,92(6):2213-2223
Students’ sense of belonging presents an essential resource for academic and health outcomes, whereas social exclusion at school negatively impacts students’ well-being and academic performance. Aiming to understand how feelings of school-related belonging and exclusion shape the structural brain development, this study applied longitudinal questionnaire-based data and MRI data from 71 adolescent students (37 females, Mage at t1 = 15.0; t2 = 16.1 years). All were white participants from Germany. Voxel-based morphometry revealed only an association of social exclusion (and not of belonging) and gray matter volume in the left anterior insula: From t1 to t2, there was less gray matter decrease, the more social exclusion students perceived. School-related social exclusion and disturbed neurodevelopment are thus significantly associated. 相似文献