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361.
Jenny Sheffer Stevens 《Teaching Artist Journal》2017,15(2):77-84
A narrative reflection on the relationship between physical life and creativity, and exploration of yoga as a foundational tool for imaginative empowerment. 相似文献
362.
Lesley Chikoore Steve Probets Jenny Fry Claire Creaser 《Higher Education Quarterly》2016,70(2):145-169
This paper takes a cross‐disciplinary perspective in examining the views and practices of public engagement with research by UK academics. Using a mixed method approach consisting of a survey questionnaire and interviews, the paper identifies the range of audience groups that can potentially be engaged with by academics, and shows that some audiences are more relevant to particular disciplinary groups than others. The paper also identifies the various public engagement activities undertaken by academics and finds that some academics are using creative ways of engaging the public, such as using the services of public relations firms to help in disseminating their research in traditional media outlets, and also by using social media. Essentially, the study reveals that some academics feel the pressure of engaging particular audiences at the expense of those that are relevant to them and that, academics in the main, are opposed to the notion of mandating public engagement as part of appraisal systems. 相似文献
363.
Research increasingly recognises the importance of student bystander and adult educator shared responsibility for successful bully prevention. The role of teacher observations versus student reports of bullying, as well as staff preparedness, as predictors of teacher involvement was investigated in 115 middle school teachers. Being told by students about bullying incidents was the strongest predictor of teacher involvement. However, the relation between being told about bullying, or observing it, and coaching students on how to manage bullying was most evident when teachers felt highly prepared to handle bullying situations. Results from this study point to the pivotal role that both teacher preparedness and student reporting play in teacher responsiveness to bullying. Implications for training school professionals and bully prevention programmes are discussed. 相似文献
364.
Castano Rodriguez Carolina Barraza Laura Martin Jenny 《Cultural Studies of Science Education》2019,14(2):393-409
Cultural Studies of Science Education - This article contributes to expand the definition of equity in education and science education through the consideration of the challenges and opportunities... 相似文献
365.
Cultural Studies of Science Education - In this forum article, I reflect on the findings by Eva Silfver in Gender performance in an out of school science context. Silfver has studied a class of... 相似文献
366.
This article explores cognitively just, reliable subject access to indigenous knowledge through knowledge organization systems (KOSs). Cognitive justice requires that indigenous people be able to access materials in a way that respects their worldview, yet dominant KOSs are based on positivist, Western approaches that are fundamentally incompatible. Alternatives to universal systems include the creation of new KOSs and the adaptation of universal ones. Going forward, emerging web technologies are presented as key to moving away from universalist schemes and toward specialized access. 相似文献
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368.
This paper examines how and why academics in different parts of the academy collaborate. In this paper we argue that: (1) There is a useful analytical distinction to be made between collaboration (fluid and expressive) and Collaboration (concrete and instrumental); (2) These two are not mutually exclusive and their use varies between disciplines; and (3) This distinction is an informative one for policy making that aims to encourage collaboration. Two interview based studies were used to explore the differences in collaborative practices across disciplines. The first was small and confined to a single university (n = 36) and the second was a larger study conducted in three countries (n = 274). Cross tabulations and analysis of open ended questions demonstrated many differences across the humanities, sciences and social sciences in collaboration. The C/collaboration distinction proves useful in understanding different disciplinary approaches to research, and in pointing to implications for research policy and funding. Attempts to increase collaborative research through Collaboration only, may well have deleterious effects on both collaboration and Collaboration. Research policy and funding should bear these differences in mind when seeking to stimulate collaborative research, so as to gain better outcomes across a range of disciplines. 相似文献
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