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41.
Variations in the rate at which students cross the boundaries between Australian vocational and higher education 总被引:1,自引:0,他引:1
Gavin Moodie 《The Australian Educational Researcher》2012,39(2):143-158
This paper considers the rate at which students are crossing the boundaries between Australian vocational and higher education.
It finds that public universities admit a higher proportion of students on the basis of a vocational education qualification
than do private colleges and that private colleges broadly do not admit a higher proportion of students from a low socioeconomic
status background than public universities do. Vocational education transfers are most important in the higher education fields
of nursing (22 % of commencing students), education (13 %) and information technology (12 %). Upward transfers are least important
in the natural and physical sciences (3.5 %) and engineering and related technologies (6 %). Some 17 % of commencing students
are from a low socioeconomic status background, but nursing (24 %) and education (22 %) provide more opportunities for students
from a low socioeconomic status background. Conversely, fewer opportunities are provided in architecture and building (12
%) and the creative arts (14 %). There is considerable variation in the proportion of students that higher education institutions
admit on the basis of vocational qualifications, even in a relatively homogeneous field such as nursing. Some of this apparent
variation may be explained by different treatment of admissions data, but much remains unexplained. 相似文献
42.
43.
How Different Are Higher Education Institutions in the UK,US and Australia? The Significance of Government Involvement
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Gavin Moodie 《Higher Education Quarterly》2015,69(1):3-36
Governments in the UK and many other countries have long sought to promote the diversity of their higher education institutions. However, diversity is hard to define, harder to measure and even more difficult to compare between countries. Most empirical analyses of the diversity of higher education systems use categorical variables, which shape the extent of diversity found. This study examines continuous variables of institutions’ enrolment size and proportions of postgraduate, fulltime and international students to find the extent of variation amongst doctoral granting and all higher education institutions in the United Kingdom, United States and Australia. The study finds that there is less variety amongst all higher education institutions in the United Kingdom than in Australia, which in turn has much less variety than the United States. The paper argues that the extent of government involvement in higher education is not so important for institutional variety as the form that it takes. More tentatively, the paper suggests that the more limited the range of institutions for which government funding is available the stronger government involvement is needed to have variety among the limited range of institutions for which government financial support is available. 相似文献
44.
Gavin Thomas Lumsden Brown Michalis P. Michaelides 《European Journal of Psychology of Education - EJPE》2011,26(3):319-337
Teacher conceptions of assessment are influential mediators of how assessment policy initiatives are implemented in schools.
Four hierarchical, intercorrelated factors (i.e., assessment for improvement, school accountability, and student accountability,
and assessment as irrelevant) of how teachers' conceive of assessment have been reported. However, most studies have been
conducted only in English in jurisdictions with policies of low-stakes testing. This paper extends the research by surveying
249 Greek-Cypriot teachers with a Greek translation of the Teachers' Conceptions of Assessment inventory. Cyprus has a relatively
low-stakes assessment policy during the compulsory school years, suggesting, under the assumption of ecological rationality,
that conceptions would be similar to previous English-language studies. Exploratory factor analysis of the Cyprus data led
to a five-factor solution with 24 items within two inversely correlated second-order factors (i.e., assessment is positive
and negative; r = −0.49). A multigroup nested invariance confirmatory factor analysis found statistical invariance between the Cyprus and
the New Zealand data. Mean score differences were small for two improvement-oriented conceptions, moderate for assessment
that is bad, and large for school accountability and ignoring assessment factors. Similarities and differences in conceptions
appear to reflect commonalities and discrepancies in educational system policies and practices. 相似文献
45.
Gavin A. Bewick 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2012,22(3):283-297
Peptide hormones are released from the gastrointestinal tract in response to nutrients and communicate information regarding the current state of energy balance to the brain. These hormones regulate appetite, energy expenditure and glucose homeostasis. They can act either via the circulation at target peripheral tissues, by activation of the vagus nerve or by acting on key brain regions implicated in energy homeostasis such as the hypothalamus and brainstem. This review gives an overview of the main gut hormones implicated in the regulation of food intake and how some of these are being targeted to develop anti obesity treatments. 相似文献
46.
47.
According to the 'fragmentation objection' to multiculturalism, practices of cultural recognition undermine political stability, and this counts as a reason to be sceptical about the public recognition of minority cultures, as well as about multiculturalism construed more broadly as a public policy. Civic education programmes, designed to promote autonomy, toleration and patriotism, have been justified as a corrective to the fragmentary tendencies of multiculturalism. This paper distinguishes between two versions of the fragmentation objection, in order to evaluate this particular justification of civic education. The cultural fragmentation version of the objection emphasises the importance of a common identity and a shared sense of belonging for political stability, whilst the value fragmentation version of the objection emphasises the importance of shared values for political stability. It is argued that neither version of the objection successfully demonstrates that multiculturalism is incompatible with political stability. However, narrow versions of each objection provide reasons to favour the promotion of toleration in public schooling, and reasons to be sceptical about the promotion of patriotism. Meanwhile, justifications of the cultivation of autonomy must appeal to values other than political stability. 相似文献
48.
Design of the curriculum for a second-cycle course in civil engineering in the context of the Bologna framework 总被引:1,自引:1,他引:0
K. G. Gavin 《European Journal of Engineering Education》2010,35(2):175-185
This paper describes the design of the curriculum for a Master of Engineering programme in civil engineering at University College Dublin. The revised programme was established to meet the requirements of the Bologna process and this paper specifically considers the design of a new, second-cycle master's component of the programme. In addition to considering the content required to meet the learning outcome specified by the professional accreditation body, the paper presents details of attempts to move from a traditional instructor-centred model to a student-centred model of education in order to promote reflective (deep) learning. Although the paper presents a model curriculum for a civil engineering programme, the holistic approach to curriculum design outlined, which considers the organisation, sequence and evaluation strategies adopted, is applicable to all subject areas in higher education. 相似文献
49.
50.
New Caledonian (NC) crows are the most sophisticated tool manufacturers other than humans. The diversification and geographical
distribution of their three Pandanus tool designs that differ in complexity, as well as the lack of ecological correlates, suggest that cumulative technological
change has taken place. To investigate the possibility that high-fidelity social transmission mediated this putative ratchet-like
process, we studied the ontogeny of Pandanus tool manufacture and social organization in free-living NC crows. We found that juvenile crows took more than 1 year to reach
adult proficiency in their Pandanus tool skills. Although trial-and-error learning is clearly important, juveniles have ample opportunity to learn about Pandanus tool manufacture by both observing their parents and interacting with artifactual material. The crows’ social system seems
likely to promote the faithful social transmission of local tool designs by both favoring the vertical transmission of tool
information and minimizing horizontal transmission. We suggest that NC crows develop their Pandanus tool skills in a highly scaffolded learning environment that facilitates the cumulative technological evolution of tool designs. 相似文献