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901.
O. McCormack J. O'Flaherty B. O'Reilly J. Liston 《British Educational Research Journal》2019,45(1):161-180
This article problematises the place of religion within publicly managed Education and Training Board (ETB) schools in the Republic of Ireland. The study draws on interview data from 43 school personnel across 18 ETB second-level schools, as well as eight interviews with ETB Education/Chief Executive Officers. Having established the legal and historical contexts, the place of religion is explored from the perspective of school life and prescribed curriculum. Across the 18 schools, the prescribed curriculum for Religious Education did not take the form of ‘faith formation’. Rather, focus was placed on exploring all world religions. However, this compares with the role of religion within the life of the school; 14 of the 18 participating schools had religious dimensions as part of school life. Half of these schools (n = 7) were Designated Community Colleges, while the remainder were Non-Designated (n = 7). The religious dimension was always Catholic in nature. Bar a few exceptions, the role of religion within the life of the school remained largely unquestioned by school personnel. The article explores the findings in light of the legislative and historical contexts. 相似文献
902.
Managerialism and equalities: tensions within widening access policy and practice for disabled students in UK universities 总被引:1,自引:0,他引:1
Sheila Riddell Elisabet Weedon Mary Fuller Mick Healey Alan Hurst Katie Kelly Linda Piggott 《Higher Education》2007,54(4):615-628
This paper draws on a four-year longitudinal ESRC funded project examining learning experiences of disabled students in higher
education in four universities. The focus here is on institutional responses to the demands of audit culture and legislation
in relation to making reasonable adjustments for students with impairments. The data comes from institutional documents and
face-to-face interviews with key informants within the institutions. The findings indicate that quality assurance regimes
and legislation have had some positive effect on improving access for disabled students; however, local factors and type of
institution also have a major impact on the way that national policies are expressed in particular contexts. 相似文献
903.
Beliefs and attitudes resulting from the unique life experiences of teachers frame interactions with learners promoting gender
equity or inequity and the reproduction of social views about knowledge and power as related to gender. This study examines
the enactment of a female science teacher’s pedagogy (Laura), seeking to understand the implications of her beliefs and attitudes,
as framed by her interpretations and daily manifestations, as she interacts with students. Distinct influences inform the
conceptual framework of this study: (a) the social organization of society at large, governed by understood and unspoken patriarchy,
present both academically and socially; (b) the devaluing of women as “knowers” of scientific knowledge as defined by a western
and male view of science; (c) the marginalization or “feminization” of education and pedagogical knowledge. The findings reflect
tensions between attitudes and beliefs and actual teacher practice suggesting the need for awareness within existing or new
teachers about their positions as social agents and the sociological implications related to issues of gender within which
we live and work, inclusive of science teaching and learning. 相似文献
904.
This article traces the roots of narrative research in the social sciences and education, then centers on ‘story constellations,’ a version of narrative inquiry that uncovers teachers’ knowledge of school reform in context. A fluid form of investigation that unfolds in a three-dimensional inquiry space, story constellations consists of a flexible matrix of paired narratives that are broadened, burrowed, and restoried over time. The adaptability of this narrative inquiry approach is then made visible through introducing four story constellations separately, then laying sketches of the individual story constellations side-by-side. When analyzed in a conjoined fashion, these sketches illustrate how the particularities of place and human agency in the living of school reform played out differently in differing school contexts, despite the fact that the four school sites had one story of reform in common. In the end result, the illustrations demonstrate how the use of the malleable approach drew distinctive story constellations to the surface, spotlighting teachers’ knowledge of school reform as it developed in context over time. In this way, ‘story constellations’ as a method and as a form of inquiry is illuminated. 相似文献
905.
Randy V. Bradley Chetan S. Sankar Howard R. Clayton Victor W. Mbarika P. K. Raju 《Decision Sciences Journal of Innovative Education》2007,5(1):151-168
Colleges of Business (COBs) have experienced high growth rates in the past decade and many colleges are imposing minimum grade point average (GPA) requirements for students to enter or remain in the college. A primary reason for this requirement may be the belief that students with high GPAs are more inclined to demonstrate higher‐order cognitive skills (HOCS) than students with low GPAs. It is not clear whether the link is valid. This study hypothesizes that students with high GPAs who are taught in the same way as students with lower GPAs will have higher perceptions of improved HOCS. We conducted an experiment in which students, with varying GPAs, at three large universities primarily used multimedia instructional materials. We obtained the students' perceptions of their improved HOCS from their responses to a survey. A regression analysis of the data reveals that the relationship between GPAs and students' perceived improvement in HOCS is significant (p < .001). We conclude the study by recommending that (a) it is critical to use research methodologies to evaluate perceived and actual learning improvements, (b) COB policies to implement GPA restrictions on admission are worthwhile, and (c) case studies need to be used much more frequently in undergraduate COB classes. 相似文献
906.
This longitudinal study of 105 economically disadvantaged children examined the relation between reading problems and internalizing behavior in 3rd- and 5th-grade assessments (8- to 12-year olds). The variable-centered results showed that reading problems predicted change in internalizing behavior in the context of child and family predictors. The person-centered results showed that children with reading problems in both grades had higher internalizing scores in 5th grade but not in 3rd grade than children with reading problems in 3rd grade or no problems. Child-reported negative emotion experiences varied similarly across grade. The results tie reading problems to emotional distress in school and support conclusions about the direction of effects and the internalization of academic difficulty for disadvantaged children. 相似文献
907.
OBJECTIVE: Children's Advocacy Centers (CACs) aim to improve child forensic interviewing following allegations of child abuse by coordinating multiple investigations, providing child-friendly interviewing locations, and limiting redundant interviewing. This analysis presents one of the first rigorous evaluations of CACs' implementation of these methods. METHODS: This analysis is part of a quasi-experimental study, the Multi-Site Evaluation of Children's Advocacy Centers, which evaluated four CACs relative to within-state non-CAC comparison communities. Case abstractors collected data on investigation methods in 1,069 child sexual abuse cases with forensic interviews by reviewing case records from multiple agencies. RESULTS: CAC cases were more likely than comparison cases to feature police involvement in CPS cases (41% vs. 15%), multidisciplinary team (MDT) interviews (28% vs. 6%), case reviews (56% vs. 7%), joint police/child protective services (CPS) investigations (81% vs. 52%) and video/audiotaping of interviews (52% vs. 17%, all these comparisons p<.001). CACs varied in which coordination methods they used, and some comparison communities also used certain coordination methods more than the CAC with which they were paired. Eighty-five percent of CAC interviews took place in child-friendly CAC facilities, while notable proportions of comparison interviews took place at CPS offices (22%), police facilities (18%), home (16%), or school (19%). Ninety-five percent of children had no more than two forensic interviews, and CAC and comparison differences on number of interviews were mostly non-significant. CONCLUSIONS: Relative to the comparison communities, these CACs appear to have increased coordination on investigations and child forensic interviewing. The CAC setting was the location for the vast majority of CAC child interviews, while comparison communities often used settings that many consider undesirable. CACs showed no advantage on reducing the number of forensic interviews, which was consistently small across the sample. 相似文献
908.
Stephen P. Heyneman 《Prospects》2007,37(3):305-318
Universities may contribute to a nation’s social cohesion through both direct and indirect means. In their syllabi they may
include techniques necessary for understanding complex social problems. Faculty may model good behaviour in terms of listening
and understanding points of view that may contradict their own. University administrators may illustrate ways to lead honourably,
which can enhance the chances for achieving consensus with respect to future dilemmas. This project assessed typical areas
of university tension, including academic freedom, equity of participation and academic honesty. Three different universities
were chosen as sites for faculty interviews—a foreign private university in Kyrgyzstan, a flagship state university in Georgia,
and a regional teacher training college recently upgraded to university status in Northeast Kazakhstan. Results suggest that
the single most important arena wherein universities can influence social cohesion in these countries is the manner by which
they address education corruption. The paper reproduces the statements of those faculty members who participate in corruption
as well as those who refuse to participate. It concludes with some predictions about the future of the relationship of higher
education to social cohesion.
Stephen P. Heyneman received his PhD in comparative education from the University of Chicago in 1976. He served the World Bank for 22 years. Between 1976 and 1984 he helped research education quality and design policies to support educational effectiveness. Between 1984 and 1989 he was in charge of external training for senior officials world wide in education policy. Between 1989 and 1998, he was responsible for education policy and lending strategy, first for the Middle East and North Africa and later for the 27 countries of Europe and Central Asia. In July 2000 he was appointed professor of International Education Policy at Vanderbilt University. Current interests include the effect of higher education on social cohesion, the international trade in education services and the economic and social cost to higher education corruption. 相似文献
Stephen P. HeynemanEmail: |
Stephen P. Heyneman received his PhD in comparative education from the University of Chicago in 1976. He served the World Bank for 22 years. Between 1976 and 1984 he helped research education quality and design policies to support educational effectiveness. Between 1984 and 1989 he was in charge of external training for senior officials world wide in education policy. Between 1989 and 1998, he was responsible for education policy and lending strategy, first for the Middle East and North Africa and later for the 27 countries of Europe and Central Asia. In July 2000 he was appointed professor of International Education Policy at Vanderbilt University. Current interests include the effect of higher education on social cohesion, the international trade in education services and the economic and social cost to higher education corruption. 相似文献
909.
A randomized controlled trial of a home-visiting intervention aimed at preventing relationship problems in depressed mothers and their infants 总被引:1,自引:0,他引:1
This study examined the effect of a mother–baby intervention on the quality of mother–child interaction, infant–mother attachment security, and infant socioemotional functioning in a group of depressed mothers with infants aged 1–12 months. A randomized controlled trial compared an experimental group ( n = 35) receiving the intervention (8–10 home visits) with a control group ( n = 36) receiving parenting support by telephone. There were assessments pre, post, and follow-up after 6 months. The intervention had positive effects on the quality of mother–infant interaction. Infants in the experimental group had higher scores for attachment security and for one aspect of socioemotional functioning, namely, competence. The intervention proved successful in preventing deterioration of the quality of mother–child interaction. 相似文献
910.