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151.
Manuel Crespo Nicole Carignan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,27(3):31-58
Studies on the efficacity of educational interventions among disadvantaged groups are contradictory. This article is part of the continuing debate on this topic. It reports the results of an empirical study of 1,567 pupils from the first and sixth grades, attending 20 primary schools in disadvantaged areas of Montréal, Canada. The aim of the study was to assess the effects of using "teachers as resource persons". The results indicate that intervention by "teachers as resource persons" has a positive effect on pupils' achievements. Furthermore, financial input is also positively linked with pupils' performance. The article interprets the main results of the study and comes to a positive conclusion about the usefulness of "teachers as resource persons" in disadvantaged urban areas. 相似文献
152.
153.
José Manuel Coronel Llamas 《Higher Education》2006,52(4):665-686
We have completed a piece of research into the process of production of speech on the part of students as regards their idea
of ‘the good student’, taking social postmodern theories as a conceptual reference and within the university context. The
study tries to show how disciplinary technologies are a major influence in the make-up of particular types of students. It
is an exploration of the discourses used by students reflecting their vision of university, teaching and learning. The aim
is to understand their reasoning by means of the view they have of academic activity and life. Starting from Michael Foucault’s
thoughts on power relations in the context of educational practices we present a plan of discourse analysis based on accounts
made by the students themselves. 相似文献
154.
Crespo Manuel Carignan Nicole 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,47(1-2):31-58
Studies on the efficacity of educational interventions among disadvantaged groups are contradictory. This article is part of the continuing debate on this topic. It reports the results of an empirical study of 1,567 pupils from the first and sixth grades, attending 20 primary schools in disadvantaged areas of Montréal, Canada. The aim of the study was to assess the effects of using "teachers as resource persons". The results indicate that intervention by "teachers as resource persons" has a positive effect on pupils' achievements. Furthermore, financial input is also positively linked with pupils' performance. The article interprets the main results of the study and comes to a positive conclusion about the usefulness of "teachers as resource persons" in disadvantaged urban areas. 相似文献
155.
156.
157.
158.
Juan Manuel Fernández-Cárdenas 《Thinking Skills and Creativity》2008,3(3):203-216
This paper looks at the collaborative construction of web pages in History by a Year-4 group of children in a primary school in the UK. The aim of this paper is to find out:
- (a)
- How did children interpret their involvement in this literacy practice?
- (b)
- How the construction of web pages was interactionally accomplished? and
- (c)
- How can creativity be identified in interaction?
159.
Nelly P. Stromquist Manuel Gil-Antón Carol Colatrella Reitumtse Obakeng Mabokela Anna Smolentseva Elizabeth Balbachevsky 《Higher Education Quarterly》2007,61(2):114-135
On the empirical basis of six national studies (Mexico, Brazil, Peru, Denmark, Russia and South Africa), this paper examines the phenomenon of segmentation, defined as the solidification of deep hierarchies with little crossover between categories of institutions or individuals. The massification of higher education has brought about a great diversity of institutions and, concomitantly, stark differences among the professoriate. While the public sector has to some extent been able to protect its academic personnel, the for‐profit sector is moving towards an unstable professoriate, poorly paid, hired mostly on a per‐hour basis, and for whom sharing in academic governance is a distant dream. Some of this differentiation is emerging also within institutions and a new kind of academic who could be termed ‘just‐in‐time knowledge worker’ is on the rise. 相似文献
160.