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Rodriguez Alberto J. Ciftci Ayse Howell Kathleen Kokini Klod Wright Brittany Nikalje Ankita 《Innovative Higher Education》2022,47(2):201-222
Innovative Higher Education - We present a transformative professional development project with a focus on equity, diversity and social justice (EDSJ) to raise cultural awareness among faculty,... 相似文献
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Orlanda Tavares Cristina Sin Pedro Videira Alberto Amaral 《Assessment & Evaluation in Higher Education》2017,42(8):1293-1305
Internal quality assurance systems are expected to improve the institutions’ core mission of teaching and learning. Using data gathered through an online survey, distributed in 2014/2015, to the teaching staff of all Portuguese private and public higher education institutions, this paper examines the impact of internal quality assurance systems on teaching and learning from the perspective of academics. Findings suggest that Portuguese academics feel that, despite the positive contribution of internal quality assurance towards an increased awareness of teaching quality issues at their institutions, the practical effects of these systems have been more related to increasing bureaucracy than to substantive improvements in teaching and learning. The use of information with a view to improvement and teaching staff involvement in the development of quality assurance were found to induce positive changes in teaching and learning, in academics’ perceptions. Based on the findings, the paper makes recommendations for institutional practice. 相似文献
85.
Orlanda Tavares Cristina Sin Alberto Amaral 《Assessment & Evaluation in Higher Education》2016,41(7):1049-1064
In Portugal, the agency for assessment and accreditation of higher education has recently included in its remit, beyond programme accreditation, the certification of internal quality assurance systems. This implies lighter touch accreditation and aims to direct institutions towards improvement, in addition to accountability. Twelve institutions have already undertaken the certification, and both self-assessment and external assessment reports are available. Based on the qualitative analysis of the nature of institutional strengths and weaknesses highlighted in these evaluation reports, the paper aims to understand whether the identified strengths and weaknesses are related to procedural and organisational matters or to cultural change (values and beliefs), in turn offering an insight into the quality culture(s) which characterise higher education institutions in Portugal. Findings suggest that the quality culture of the analysed institutions is somewhere between responsive and reactive. Overall, all reports dwell more on the prioritisation of formal and structural procedures, both regarding strengths and weaknesses. External reports point towards more weaknesses related to stakeholders’ participation. Both aspects are more frequent in polytechnics than in universities. These findings suggest that polytechnics are more reactive, whereas universities are more responsive. Therefore, accountability apparently continues to be, for the time being, a more pressing concern than improvement. 相似文献
86.
Like many other public Mexican universities, the Benemérita Universidad Autónoma de Puebla (BUAP) has tried to contribute
to the national development of Mexico by offering new undergraduate majors presumed to be better attuned to the needs of the
labor market, while capping enrollments in traditional majors presumed to be redundant. Using data from one of the most extensive
alumni studies in Mexico, we found that BUAP alumni who graduated in traditional majors do not show high unemployment or low
satisfaction. On the contrary, the lowest levels of job satisfaction and the highest rates of unemployment are found among
the graduates of non-traditional majors.
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Shaquana AndersonEmail: |
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Science &; Education - 相似文献
89.
Bellocchi Alberto Davis James P. Olson Rebecca E. Appanna Subhashni D. 《Cultural Studies of Science Education》2019,14(3):769-796
Cultural Studies of Science Education - Amy Goods’s software review article V-Note: A video analysis tool for teacher | researchers stimulated our interest in adopting this software to... 相似文献
90.
This paper reports the results of preliminary research into how Portuguese academics and employers perceive the responsibility of different higher education stakeholders—students, teaching staff, higher education institutions, employers, and policy-makers—for developing graduate employability. The study was conducted 8 years after the implementation of the Bologna Process, the reform that placed employability firmly on the agenda of higher education institutions (HEIs) in Portugal. This paper aims to assess the extent to which higher education is held responsible for developing employability, and to characterize the activities undertaken by the two actors to achieve that end. In particular, with respect to academics, we characterize curricular and other changes to study programmes, and, with respect to employers, their participation in activities undertaken by HEIs meant to ease the transition of students to the labour market. The data comes from a survey responded to by 684 Portuguese academics and 64 employers. Academics and employers alike were found to attribute high responsibility for developing employability to higher education, suggesting that the political message of the Bologna Process regarding the relation between higher education and the labour market has been assimilated. However, the activities reported by both types of respondents indicate only an average commitment to developing employability. Here, the low participation of employers in internal institutional activities is noteworthy, suggesting that the recognition of employers as stakeholders in higher education, as advocated by policy-makers, has yet to happen in Portugal. 相似文献