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Portents of the demise of the Professional Doctorate have emerged in some recent policy and institutional circles in Australia, raising questions about the meaning and relevance of the Professional Doctorate in an era of ‘league tables’ and research assessment in Australia. This article argues that such portents, based largely on narrow market‐driven arguments, are premature, reactive and unhelpful, in that they foreclose on a set of critical questions concerning the future purpose, scope and practice of doctoral education. The article argues that the simple re‐assertion of the PhD as the default award represents a restoration of the logics and imperatives of disciplinarity and of older notions of so‐called ‘real’ research. Further, questions of the changing economies of knowledge and practice within, between and beyond the reach of the university, are subordinated and disavowed. The article presents a re‐reading of the emergence of Professional Doctorates, from the perspective of a decade‐and‐a‐half of development and change. It suggests the need to revisit that history critically in the light of the current developments in doctoral education, in knowledge production and in developing different relations around knowledge between universities and different social and professional domains. Such revisitings can bring out emerging issues for doctoral education at a time when anxieties may inhibit taking up opportunities for innovation and linking with new kinds of knowledge production that go beyond Euro‐centric and university‐centric traditions. 相似文献
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Bill G. Hulsopple 《Communication Studies》2013,64(1):38-50
This article examines the history of the Jews in England up to and including Elizabethan times in order to add to our understanding of Shakespeare's Shylock. The examination also compares Marlowe's Barabas with the Bard's characterization in order that a fuller dimensionality of the Elizabethan concept might be made manifest. Such an examination should be helpful to those who seek additional information on the proper interpretation of these characters. 相似文献
86.
Bill Johnston 《The Urban Review》1987,19(1):49-64
Many city school systems are faced with a situation of declining tax base, declining enrollments, and disproportionate minority ratios. Merger of city with surrounding school systems is one alternative to improve this situation. When city and surrounding systems contain disproportionate minority ratios the question may arise whether busing to achieve racial balance will likely be required by the courts. Review of desegregation litigation indicates that in the absence of intention to discriminate, the courts are not likely to require busing as a desegregation strategy. Further, school systems having achieved unitary status under court-approved desegregation plans may be allowed to adopt neighborhood school policies despite indications such policies would lead to partial resegregation. 相似文献
87.
Gillian M. Boulton-Lewis Lucinda Pike Maureen Tam Laurie Buys 《Educational gerontology》2017,43(2):89-100
In this article, the discussion of loss and its relationship to learning is based on the analysis of interview data from 39 older adults in Hong Kong and 40 in Australia. The focus of the research was on ageing and learning. The phenomenon of life changes, specifically losses, and their relationship to learning was frequently mentioned, and this theme is described here. Three different kinds of loss were identified in the data as motivators for organized or nonorganized learning or for negatively affecting learning. These included loss of aspects of health, of job, or of partner. The results are potentially useful to policy makers and learning providers in encouraging older adults to engage in learning as one way of coping with loss. 相似文献
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Bill Ussher 《Asia-Pacific Journal of Teacher Education》2010,38(2):103-116
Educating a student on teaching placement involves a ‘village’, just as it takes a whole ‘village’ to raise a child. Creating a ‘village’ around each student teacher gives them greater agency, a sense of belonging and being valued as a member of that professional ‘village’. Participating students, teachers and lecturers share their perceptions of experiences in the one-day school-based placement that student teachers are required to undertake in a University of Waikato distance programme. Opportunities, relationships and a sense of inclusion are identified as influencing characteristics, “the all important human infrastructure that provides the opportunity for learners to succeed” (Campbell-Gibson, 1997, p. 8) rather than any modern technologies. Findings indicate that where the school acted as the ‘village of learning’, the perceived suitability of the placement as a site for learning teaching was conceptualised through a developed sense of belonging, accomplishment and inclusion. It is argued that greater effort should be made by initial teacher education providers to locate such ‘villages’ for student teacher placements. 相似文献
90.
This paper is based on an Australian government-funded research project looking at the implications of digitization for the
book publishing industry, which was originally completed in 2008 and later extended to cover up to the present day. Although
Australian-based the project and subsequent research has wider implications for application elsewhere. The paper initially
provides a snapshot of Australian book publishing in a global context, and then summarizes our findings on the current and
potential future impact of digital technologies. The original research employed an interpretive research paradigm, using a
mixed methodology design, including an online survey of book publishers and the conduct of 14 case studies. The extension
of the original research project led to its being given a more global dimension. In reporting this new research, the paper
discusses in detail the diverse range of technologies, their limitations and the risks and opportunities they offer to the
book publishing industry. This includes insights into the business as well as technical issues confronting the industry. 相似文献