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81.
Greg Burnett 《高等教育研究与发展》2012,31(4):479-492
This paper explores the nature of postgraduate research in the broad area of Pacific education completed in New Zealand universities. First, a number of basic trends are identified in terms of institutional affiliation, area of educational research, MA and PhD balance, growth over time, national/ethnic focus and the expected beneficiaries of the research. Secondly, and more significantly, trends in the theorisation of Pacific postgraduate education research are identified using a positivist-interpetivist-emancipationist-deconstructivist paradigm typology as a basis for analysis, in particular the degree to which the latter two research perspectives have been embraced. It is argued that research done within emancipationist and deconstructionist paradigms has the most socially transformative potential. The completion of socially transformative educational research is significant given increasing calls from within Pacific communities to decolonise and re-indigenise both educational research agendas as well as systems of Pacific primary and secondary schooling influenced by educational research. The paper demonstrates, however, that very little emancipationary and deconstructivist education research has been completed. This apparent mismatch is explored in the light of the wider competing educational discourses of Pacific colonisation and indigenisation. 相似文献
82.
83.
In this study, sanitized coverage of the United States’ use of military drone strikes in foreign countries is pitted against more graphic news images in an experimental setting to determine effects on attitudes toward the use of U.S. military drones. In addition, multiple news exposures are tested to determine whether individuals can become emotionally inured to such coverage, even when images are more graphic. Key results find those who viewed graphic news visuals did not show evidence of desensitization after repeated viewing and expressed higher levels of concern regarding drone use but not reduced support for U.S. drone policy. 相似文献
84.
85.
As open access material becomes more available across the scholarly information space, a need has arisen for creation of special metadata indicating this open access status, and for that metadata to be standard through the supply chain in order to be shared and communicated most effectively among a number of players. The National Information Standards Organization has recently launched a new work item, the Open Access Metadata and Indicators working group, which will specify a standardized set of metadata elements to detail article accessibility and license permissions. By defining how to tie availability permissions to an object useful to humans and machines, the group intends to support improved communication of this information and affect better use of open access material overall. 相似文献
86.
This study analyzes the auditory, visual, and information‐presentation pace of children's science television programs. These half‐hour programs averaged more than 19 sound effects per minute, 14 visual changes (cuts, wipes, and fades/dissolves) per minute, and more than 27 topic shifts per program. These results indicate that the current crop of programs presents content at a pace that may reduce their effectiveness. 相似文献
87.
The word “acceleration” continues to generate controversy. Although the literature makes it clear that acceleration in its various guises is a positive intervention for many gifted students, educational practitioners in Australia continue to resist the evidence and campaign actively against allowing students to take this option. This article synthesizes 3 research projects conducted in New South Wales, Australia, exploring different forms of acceleration. The first project involved an investigation of the Early Entry policy for gifted children in one region of the state; the second reports on the experiences of students who skipped at least 1 grade; and the third examines a vertical programming system that allows students to accelerate within subjects at an academically selective high school. Based on these research studies, this article explores the issues that are at the center of the acceleration debate. 相似文献
88.
Randomised controlled trial of incentives to improve attendance at adult literacy classes 总被引:1,自引:1,他引:0
Background: Incentives have been proposed as a method to improve attendance in adult literacy classes. In the UK, several areas have piloted the use of incentives to promote attendance at adult literacy classes. To date no rigorous evaluation of this policy has been undertaken. This paper describes (as far as we are aware) the only UK‐based randomised controlled trial to evaluate the use of financial incentives in order to promote attendance in classes for adult learners. Methods: We used a cluster‐randomised design. Twenty‐nine adult literacy classes were randomised in two groups using minimisation. Intervention group learners received £5 (US$10) for each class attended. The main outcome was class attendance; the secondary outcome was literacy scores. Results: After allocation, one class was found to be ineligible for the study. In the 28 remaining classes there was a statistically significant reduction of about 1.5 sessions (95% confidence interval (CI) 0.28, 2.79; p = 0.019) attended by the intervention group compared with control, after adjusting for cluster size and baseline scores. The difference in reading scores between the intervention and control group, conditioned on baseline scores, was ?2.38 (with controls scoring higher than the intervention group), but this difference was not statistically significant (95% CI ?7.40 to 2.57, p = 0.33). Conclusion: Payments to attend adult literacy classes had an adverse effect on attendance. This trial needs urgent replication, ideally with a larger incentive, before this approach is widely used by policy makers. 相似文献
89.
This paper argues that theorizations of the state which are sensitive to both its durability and its permeability, and theorizations which can account for the massive interconnections between local and global forces as well as different material and discursive sites are missing from contemporary work in the sociology of education. Drawing on Foucault's notion of 'governmentality' as a key resource for addressing this impasse, the authors highlight the constant fabrication of racial identity through the production of the pure space of racial origins or 'resentment'—the process of defining one's identity through the negation of the other. This dynamic, the article maintains, now informs key discourses both in popular culture and education. The authors conclude that these processes operate in tandem in the prosecution of the politics of racial exclusion in our times, informing key policy debates, including those around affirmative action and bilingual education. 相似文献
90.
Mary Dickinson 《Assessment & Evaluation in Higher Education》2000,25(1):61-70
This paper examines an established Student Tutoring programme in the higher education sector. In particular it investigates the methods by which the development of key skills in participating Student Tutors may be assessed and examines the procedures available for a Student Tutoring scheme to gain accredited status. In light of the recognised deficit in certain transferable skills amongst graduates, this paper also aims to encourage administrators to take the tutoring framework a step further, giving selected student participants the opportunity to gain management experience through overseeing aspects of a tutoring scheme. 相似文献