全文获取类型
收费全文 | 3002篇 |
免费 | 46篇 |
国内免费 | 1篇 |
专业分类
教育 | 2167篇 |
科学研究 | 206篇 |
各国文化 | 27篇 |
体育 | 389篇 |
文化理论 | 65篇 |
信息传播 | 195篇 |
出版年
2023年 | 25篇 |
2022年 | 53篇 |
2021年 | 77篇 |
2020年 | 137篇 |
2019年 | 230篇 |
2018年 | 269篇 |
2017年 | 255篇 |
2016年 | 201篇 |
2015年 | 134篇 |
2014年 | 111篇 |
2013年 | 661篇 |
2012年 | 109篇 |
2011年 | 90篇 |
2010年 | 62篇 |
2009年 | 53篇 |
2008年 | 44篇 |
2007年 | 45篇 |
2006年 | 41篇 |
2005年 | 31篇 |
2004年 | 27篇 |
2003年 | 32篇 |
2002年 | 21篇 |
2001年 | 31篇 |
2000年 | 21篇 |
1999年 | 18篇 |
1998年 | 20篇 |
1997年 | 21篇 |
1996年 | 13篇 |
1995年 | 24篇 |
1994年 | 11篇 |
1993年 | 10篇 |
1992年 | 13篇 |
1991年 | 9篇 |
1990年 | 16篇 |
1989年 | 10篇 |
1988年 | 9篇 |
1987年 | 9篇 |
1986年 | 9篇 |
1985年 | 8篇 |
1984年 | 6篇 |
1981年 | 10篇 |
1980年 | 6篇 |
1979年 | 4篇 |
1978年 | 9篇 |
1977年 | 5篇 |
1976年 | 6篇 |
1970年 | 4篇 |
1969年 | 3篇 |
1968年 | 3篇 |
1963年 | 3篇 |
排序方式: 共有3049条查询结果,搜索用时 0 毫秒
91.
Paulo Volante Sergio Valenzuela Alejandro Díaz Magdalena Fernández Antonio Mladinic 《School Leadership & Management》2019,39(1):26-47
This study seeks to develop and validate an Assessment Centre (AC) tool for the evaluation and selection of school leaders, focusing on the identification of competencies that influence teaching and learning outcomes. International research supports the creation of Assessment Centres to select candidates for these roles, due to their superior predictive capacity over traditional methods. In this research, a model composed of four face-to-face instruments (an interview to assess competencies, a human resources exercise, a class observation exercise, and a strategic analysis exercise) was designed and validated which simulated the key tasks of a school principal. To establish the desired performance outcomes, three competencies and 15 indicators were selected, based on international and local standards. The analysis of performance results was obtained from a sample of 164 participants made up of teachers, school leaders and principals. The results suggest positive evidence for construct validity, concurrent criteria validity, and reliability between evaluators. Moreover, the data obtained from a sub-sample of principals, with three or more years of experience in their role, allowed for the association of their AC scores with the results of their school organisations, as measured by the National System for the Measurement of Educational Quality in the years 2013 and 2016. 相似文献
92.
Jorge Calero Ins P. Murillo Huertas Josep Lluís Raymond Bara 《European Journal of Education》2019,54(1):72-92
The main aim of this article is to analyse the change of adult skills, as captured by cognitive skills assessed in PIAAC, across age cohorts, taking into account that the quality of schooling may change from one cohort to another. We estimate a model that relates numeracy and literacy skills to age, schooling, gender and variables related to both family background and labour market performance. The specification allows us to control for changes in the efficiency of the transformation of schooling into skills when drawing age‐skill profiles. Our results show that the effect of ageing on skills, once isolated from cohort effects related to schooling, decreases monotonically across consecutive cohorts. The change of the efficiency of the transformation of schooling into both numeracy and literacy skills shows a remarkably similar pattern. Nonetheless, this change differs substantially between education levels, with the efficiency of the transformation of schooling into skills showing a steadier profile for intermediate than for higher education. Finally, empirical evidence is provided for the decomposition of the differences in the skill levels of the older vs. the prime age generations. The results suggest that the progressive expansion of schooling across younger generations partially offsets the negative effect of the irrepressible ageing of society on skills. 相似文献
93.
Fatma Fourati-Jamoussi Michel J.F. Dubois Maxime Agnès Valérie Leroux Loïc Sauvée 《European Journal of Engineering Education》2019,44(4):570-588
ABSTRACTThe potential relationships between innovation and sustainability processes, in engineering education, is neither obvious nor simple, especially when innovation, generally speaking, is promoted regardless of sustainability. We used UniLaSalle (In January 2016, the ‘Institut Polytechnique LaSalle Beauvais’, a French engineering school, merged with another higher education engineering school (ESITPA, Rouen). Both campuses (Beauvais and Rouen) have a common name: UniLaSalle (www.unilasalle.fr). As the interview began during 2015, this article only describes the situation of the Beauvais campus.) as a ‘living Lab’ to identify and analyse the reasons for the integration of innovation and Sustainable Development (SD) in training programmes. The aim is to explore, in a perception and reflective approach, how SD can be understood as a driver for specific innovation attitudes in higher education engineering school. This paper adopts an empirical approach based on a qualitative study, using NVivo 9 software to analyse non-numerical data. Our research suggests that SD can be a structural driver for innovation if it is integrated in a transdisciplinarity approach and not just as a discipline per se. 相似文献
94.
95.
96.
Maciel M. Hernández Nancy Eisenberg Carlos Valiente Tracy L. Spinrad Rebecca H. Berger Sarah K. VanSchyndel 《Early education and development》2018,29(1):1-13
Positive emotional expressivity has been associated with increased social competence and decreased maladjustment in childhood. However, a few researchers have found null or even positive associations between positive emotional expressivity and maladjustment, which suggests that there may be nuanced associations of positive expressivity, perhaps as a function of the social context in which it is expressed. We examined whether observed positive emotional expressivity balance across peer-oriented/recreational and learning contexts predicted kindergarten children’s adjustment (N = 301). Research Findings: Higher positive expressivity during lunch/recess compared to positive expressivity in the classroom was associated with lower teacher–student conflict, externalizing behaviors, and depressive symptoms. In addition, overall positive emotional expressivity predicted lower externalizing behaviors as well as lower depressive and anxiety symptoms. Practice or Policy: The results suggest the importance of assessing observed positive emotional expressivity in context as a potential indicator of children’s maladjustment risk and the need for children to adapt their emotions to different contexts. Implications for assessing and supporting positive emotional expression balance and training emotional regulation in school are discussed. 相似文献
97.
Effects from audit culture and neoliberalism on university teaching: an autoethnographic perspective
Spanish university culture revolves mainly around the evaluation of professionals on the basis of the amount of work published in high-impact journals (weight assessments). The paper is shaped as an autoethnography, focusing mainly on the author’s life at university. Data collection and analysis set off from 2011, during the lecturer’s first year of working at university. The research aims principally at reflecting upon the highly demanding processes undergone by a lecturer, which might have a negative impact on other personal and professional domains. However, we also seek to show the weaknesses of the accreditation system as well as to consider the need to design a system that is able to put the emphasis back on the value of real academic work. 相似文献
98.
Analía Inés Meo 《British Journal of Sociology of Education》2011,32(6):843-860
This paper presents some results of a qualitative study carried out in a secondary school in the city of Buenos Aires (Argentina). It examines how two students from poor families responded to, and viewed, aggression by peers at their school. This paper argues that the examination of students’ narratives about aggression (based on classism and sexism) illustrates the analytical usefulness of the moral dimension of social life to unpack crucial aspects of the micro politics of class and gender and processes of identity-making. Following Sayer, this article maps students’ responses to immoral sentiments and misrecognition: the search for respect and respectability, and moral boundary drawing. It demonstrates that these reactions are entangled in students’ class and gender identity-making. It also shows how ‘victims’ are able to regain respect. However, the individualized nature of these processes and the spirals of aggression they instigate demonstrate the fragile and temporary nature of this achievement. 相似文献
99.
100.
The aim of the study was to determine the impact of peer mediation programmes at a secondary school, as compared to another centre that did not have any such programme. The impact would be evaluated by means of three levels of variables: pro-victim attitudes, the roles adopted by the youngsters and the school climate (this last item was analysed from two perspectives: that of the pupils and that of the teachers). In order to attain this goal, students from 12 to 14 years old (N = 323) and 17 teacher-tutors were administered different questionnaires in Time 1 (baseline, prior to intervention) and Time 2 (after programme intervention). Results highlight the validity of peer mediation programmes when it comes to fostering pro-victim attitudes, preventing the increase of negative roles and improving the school climate. 相似文献