全文获取类型
收费全文 | 293篇 |
免费 | 2篇 |
专业分类
教育 | 212篇 |
科学研究 | 15篇 |
各国文化 | 7篇 |
体育 | 30篇 |
文化理论 | 2篇 |
信息传播 | 29篇 |
出版年
2021年 | 3篇 |
2020年 | 2篇 |
2019年 | 6篇 |
2018年 | 6篇 |
2017年 | 10篇 |
2016年 | 7篇 |
2015年 | 5篇 |
2014年 | 9篇 |
2013年 | 56篇 |
2012年 | 16篇 |
2011年 | 9篇 |
2010年 | 6篇 |
2009年 | 10篇 |
2008年 | 8篇 |
2007年 | 6篇 |
2006年 | 9篇 |
2005年 | 9篇 |
2004年 | 8篇 |
2003年 | 9篇 |
2002年 | 7篇 |
2001年 | 5篇 |
2000年 | 3篇 |
1998年 | 3篇 |
1997年 | 5篇 |
1995年 | 3篇 |
1993年 | 2篇 |
1992年 | 2篇 |
1991年 | 5篇 |
1988年 | 5篇 |
1987年 | 5篇 |
1986年 | 2篇 |
1985年 | 5篇 |
1984年 | 5篇 |
1982年 | 3篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1978年 | 4篇 |
1977年 | 2篇 |
1976年 | 5篇 |
1975年 | 3篇 |
1974年 | 3篇 |
1973年 | 4篇 |
1972年 | 1篇 |
1971年 | 2篇 |
1969年 | 1篇 |
1968年 | 1篇 |
1964年 | 1篇 |
1926年 | 1篇 |
1922年 | 1篇 |
排序方式: 共有295条查询结果,搜索用时 15 毫秒
91.
Cathy Burnett Guy Merchant Kate Pahl Jennifer Rowsell 《Discourse: Studies in the Cultural Politics of Education》2014,35(1):90-103
This article deconstructs the online and offline experience to show its complexities and idiosyncratic nature. It proposes a theoretical framework designed to conceptualise aspects of meaning-making across on- and offline contexts. In arguing for the ‘(im)materiality’ of literacy, it makes four propositions which highlight the complex and diverse relationships between the immaterial and material associated with meaning-making. Complementing existing sociocultural perspectives on literacy, the article draws attention to the significance of relationships between space, mediation, materiality and embodiment to literacy practices. This in turn emphasises the importance of the subjective in understanding how different locations, experiences and so forth inflect literacy practice. The article concludes by drawing on the Deleuzian concept of the ‘baroque’ to suggest that this focus on articulations between the material and immaterial helps us to see literacy as multiply and flexibly situated. 相似文献
92.
Guy A. Boysen Timothy J. Kelly Holly N. Raesly Robert W. Casner 《Assessment & Evaluation in Higher Education》2014,39(6):641-656
Student evaluations of teaching are ubiquitous and impactful on the careers of college teachers. However, there is limited empirical research documenting the accuracy of people’s efforts in interpreting teaching evaluations. The current research consisted of three studies documenting the effect of small mean differences in teaching evaluations on judgements about teachers. Differences in means small enough to be within the margin of error significantly impacted faculty members’ assignment of merit-based rewards (Study 1), department heads’ evaluation of teaching techniques (Study 2) and faculty members’ evaluation of specific teaching skills (Study 3). The results suggest that faculty and administrators do not apply appropriate statistical principles when evaluating teaching evaluations and instead use a general heuristic that higher evaluations are better. 相似文献
93.
Verstaen, Humphreys, Olson and D'Ydewalle [(1995) Journal of Memory and Language, 34, 335–356] reported null phonemic masking effectswith homophone targets under conditionsdiscouraging reliance on phonology. Theyattributed these null effects to the absence ofreliance on phonology, concluding that relianceon phonology may be strategically controlled. Two studies using Verstaen et al.'s methodoccasionally replicate these null phonemicmasking effects, but challenge theirinterpretation. The emergence of null phonemicmasking effects was unrelated to the strategymanipulation. Conversely, evidence forphonology emerged in homophone errorsregardless of the strategy manipulation anddespite null phonemic masking effects. Ourfindings reflect an inherent instability in theperception of homophones. We demonstrate thatthis instability is directly due to reliance onphonology, rather than to its control. 相似文献
94.
95.
Guy Claxton 《Assessment in Education: Principles, Policy & Practice》1995,2(3):339-343
Klenowski (1995) identifies three aspects of ‘self‐assessment’. The present commentary examines these from the point of view of the development of learning‐to‐learn or ‘learning acumen’, which, it is proposed, comprises resilience, resourcefulness, reflectivity and responsibility. The minimal sense of self‐evaluation, in which students merely learn to monitor their performance in terms of externally specified criteria, may raise attainment without improving learning acumen, and may even damage it. What constitutes ‘good work’ is, in many domains, not reducible to the application of predetermined criteria. Self‐evaluation is essentially an intuitive process. Learning to see self‐evaluation as ‘marking one's own work’ by applying a checklist of criteria prevents the development of this intuitive ability. 相似文献
96.
97.
Beverly J. Wilson Siobhan Fernandes-Richards Cyrena Aarskog Teresa Osborn Darla Capetillo 《Early education and development》2013,24(2):201-222
Parents and teachers reported that 6- to 8-year-old boys with developmental delays were less able to regulate their emotions than nondelayed boys matched on chronological age. Compared to nondelayed boys, boys with developmental delays had more social problems, which persisted and increased over a 3-year period. Children's ability to regulate their emotions explained significant variance in their social problems after controlling for their developmental status. In addition, emotion regulation partially mediated the relationship between children's developmental status and their social problems. These results suggest that emotion regulation plays a significant role in the social problems of boys with developmental delays. Furthermore, increasing the emotional competence of these children may facilitate their peer relationships and, ultimately, their school adjustment. 相似文献
98.
Guy Neave 《Tertiary Education and Management》2013,19(3):181-197
Abstract This article analyses the implications for the integration of higher education in Europe as presented by the Bologna process. It examines the evidence presented in official documents which claim a wide‐spread consensus for this initiative. The article analyses the particular ideological commitment built into the Bologna process in the light of its four objectives Mobility, Employ ability, Competitiveness and Attractiveness. It questions whether that consensus, largely taken for granted at the higher levels of political discussion, is fully reflected in ‘le pays reel’ ‐ at the chalk face. It argues that the main test of the Bologna ‘principles’ will come when talk gives way to implementation, both at the level of first degrees and in the area of research training. 相似文献
99.
Chehalis M. Strapp Andrew W. Gilles Anne E. Spalding Caleb T. Hughes Annika M. Baldwin Kendra L. Guy 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):190-209
Although mentoring programs are increasing in popularity as a preventative intervention strategy for youth, little is known about the experience from the mentor’s perspective. In this study, we describe a longitudinal assessment of 41 mentors, including 13 men and 28 women (Mage?=?21.93?years, SD?=?3.21) working with at-risk youth in a school-based mentoring program. Before starting the program, mentor perceptions, motives, and efficacy were assessed and again after three and six months of mentoring to measure change across time. At the end of the program, mentors evaluated the relationship and rated perceived benefits. Mentors experienced significant changes in perceptions and efficacy across time and changes predicted relationship satisfaction and perceived benefits. Recommendations to support mentors and develop sustainable and satisfying mentoring relationships are provided. 相似文献
100.
Guy Faure 《The Journal of Agricultural Education and Extension》2013,19(3):121-131
In Northern Costa Rica, agricultural production conditions change very rapidly due to public policies that encourage the exportation of new crops according to the liberalization process imposed by the international context. For many years, farmers' organizations at the local, regional and national levels have taken initiatives to respond to this new context and develop relationships with institutions (the Ministry of Agriculture, national universities, NGOs, international agencies, the private sector) promoting innovations and attaining better access to information, training and financial resources. An action-research program, ‘Aid to Farmer's Organization of Northern Costa Rica’, contributes to the strengthening of farmers' organizations and tries to induce change dynamics through the elaboration of a shared vision of peasant agriculture implying the production of safe food, the protection of natural resources, the development of qualified local employment and the defense of the rural culture. The present paper will analyze the dynamics of such a collective action. Action is structured around various activities such as the exchange of experiences between farmers' organizations, the elaboration of a common vision on the future of family agriculture between different actors, the training of the members and leaders of organizations and the design and implementation of innovative project. This collective action induces the construction of new and useful knowledge, changes in the relationships between the actors, the implementation of new institutional mechanisms and the development of new rules inside and outside the organizations. 相似文献