全文获取类型
收费全文 | 569篇 |
免费 | 12篇 |
专业分类
教育 | 411篇 |
科学研究 | 40篇 |
各国文化 | 25篇 |
体育 | 45篇 |
文化理论 | 3篇 |
信息传播 | 57篇 |
出版年
2023年 | 2篇 |
2022年 | 3篇 |
2021年 | 5篇 |
2020年 | 23篇 |
2019年 | 29篇 |
2018年 | 27篇 |
2017年 | 29篇 |
2016年 | 27篇 |
2015年 | 33篇 |
2014年 | 19篇 |
2013年 | 119篇 |
2012年 | 11篇 |
2011年 | 18篇 |
2010年 | 17篇 |
2009年 | 22篇 |
2008年 | 22篇 |
2007年 | 13篇 |
2006年 | 12篇 |
2005年 | 7篇 |
2004年 | 10篇 |
2003年 | 9篇 |
2002年 | 8篇 |
2001年 | 4篇 |
2000年 | 11篇 |
1999年 | 4篇 |
1998年 | 6篇 |
1997年 | 3篇 |
1996年 | 4篇 |
1995年 | 10篇 |
1994年 | 4篇 |
1993年 | 10篇 |
1992年 | 6篇 |
1991年 | 12篇 |
1990年 | 3篇 |
1987年 | 3篇 |
1986年 | 4篇 |
1985年 | 2篇 |
1984年 | 4篇 |
1983年 | 4篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1977年 | 2篇 |
1973年 | 2篇 |
1971年 | 1篇 |
1970年 | 2篇 |
1969年 | 1篇 |
1967年 | 1篇 |
1925年 | 1篇 |
1924年 | 1篇 |
1870年 | 2篇 |
排序方式: 共有581条查询结果,搜索用时 31 毫秒
41.
42.
43.
44.
45.
46.
Carmen Mills 《Asia-Pacific Journal of Teacher Education》2013,41(1):41-54
As populations in contemporary Western societies grow increasingly diverse, preparing predominantly White middle-class pre-service teachers to better understand and work with difference productively has become increasingly critical. Historically, however, teacher education programs have aimed to address diversity with add-on or piecemeal approaches, with little success. This article illustrates and theorises change in two Australian teachers' dispositions towards social justice over time from a Bourdieuian perspective. It attempts to inform our understanding of current pre-service teacher education program inadequacies with a view to providing implications in relation to the constraints of the limited and limiting nature of practicum placements. Fundamentally, its goal is to improve the preparedness of pre-service teachers to cater for diversity in socially just ways. 相似文献
47.
Jeremy Knox 《Teaching in Higher Education》2013,18(8):821-832
This paper will review existing literature on Open Educational Resources (OER). It is intended to examine and critique the theories which underpin the promotion of OER in higher education, not provide guidance on their implementation. (1) I will introduce the concepts of positive and negative liberty to suggest an under-theorisation of the term ‘open’. (2) OER literature will be shown to endorse a two-tiered system, in which the institution is both maintained and disaggregated. (3) I will highlight a diminishing of the role of pedagogy within the OER vision and the promotion of a learner-centred model for education. (4) This stance will be aligned with humanistic assumptions of unproblematic self-direction and autonomy. (5) I will discuss the extent to which the OER movement aligns itself with economically orientated models of the university. I offer these critiques as a framework for the OER movement to develop as a theoretically rigorous area of scholarship. 相似文献
48.
This study's purpose was to examine the perceptions of Florida's full-time community college faculty members who teach by distance learning concerning the ten policy areas set forth by Berge and Muilenburg (2000). Focus group sessions indicated that faculty members felt certain barriers related to their online experiences. Faculty time and compensation, which deals with how much time faculty members spend and how much they are compensated, seemed to be the greatest barrier while access seemed to cause faculty members the least amount of concern. But factors such as training, size of the institutions, and complexity of the programs seemed to play a role in their perceptions. 相似文献
49.
Paul D. Umbach Jeremy B. Tuchmayer Ashley B. Clayton Kathleen N. Smith 《Community College Journal of Research & Practice》2013,37(9):599-617
ABSTRACTThis paper investigates community college transfer success by exploring the relationship between individual and institutional-level characteristics at students’ two- and four-year institutions. Using statewide administrative data from North Carolina, this study employs a cross-classified multilevel model to investigate the impact that a student’s community college and four-year transfer institution have on post-transfer success. Our findings offer important and compelling insights into the relationship between transfer students, the community college they attended, the four-year transfer institution, and educational outcomes. While individual effects were small, we find several institutional factors associated with student success. Attendance at a large community college or having a public university in the same county as their community college is positively associated with student success, whereas size of the university is negatively related to grades during the first year and persistence to the second year. While the four-year institution’s selectivity is negatively related to many of our outcomes, transferring to a Historically Black College or University is positively associated with GPA, college persistence, and degree completion. 相似文献
50.
Jeremy Schulz 《Culture, Theory & Critique》2013,54(2):101-121
Two contrasting visions of ideological discourse populate sociological treatments of culture. In the work of the British social theorist Margaret Archer, we find a conception of ideological discourse as essentially dialectical and reliant on logically compelling argument. In American sociology of culture, conversely, we find an implicit understanding of ideological discourse as a ‘performative’ mode of discourse built around emotionally resonant symbols, image, and metaphors. If we take either of these categorical conceptualisations of ideological discourse seriously, then the only discourses which can qualify as ideological are those discourses which are either fully metaphorical or entirely dialectical. In fact, many ideological discourses make use of imagery and metaphors and at the same time feature propositions meant to be interpreted as part of a logically compelling argument. As the paper demonstrates through a detailed examination of the discourses produced by the American technocrats of the 1920s and 1930s, elaborate ideological productions often include both metaphorical propositions and logically compelling argument. Moreover, metaphorical constructions and literal propositions often function as complements in effective ideological discourses. This is especially true when the discourses are addressed to knowledgeable and economically privileged audiences, such as the ‘new class’ of the pre-depression United States. 相似文献