全文获取类型
收费全文 | 191篇 |
免费 | 4篇 |
专业分类
教育 | 138篇 |
科学研究 | 7篇 |
各国文化 | 1篇 |
体育 | 30篇 |
文化理论 | 1篇 |
信息传播 | 18篇 |
出版年
2023年 | 1篇 |
2022年 | 1篇 |
2021年 | 1篇 |
2020年 | 4篇 |
2019年 | 11篇 |
2018年 | 8篇 |
2017年 | 9篇 |
2016年 | 9篇 |
2015年 | 4篇 |
2014年 | 5篇 |
2013年 | 44篇 |
2012年 | 7篇 |
2011年 | 3篇 |
2010年 | 1篇 |
2009年 | 6篇 |
2007年 | 4篇 |
2006年 | 3篇 |
2005年 | 8篇 |
2004年 | 4篇 |
2003年 | 2篇 |
2002年 | 3篇 |
2001年 | 4篇 |
1999年 | 4篇 |
1998年 | 2篇 |
1997年 | 1篇 |
1996年 | 3篇 |
1995年 | 1篇 |
1993年 | 1篇 |
1991年 | 6篇 |
1990年 | 3篇 |
1989年 | 5篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1984年 | 3篇 |
1983年 | 4篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1980年 | 1篇 |
1978年 | 2篇 |
1976年 | 2篇 |
1974年 | 1篇 |
1967年 | 1篇 |
1927年 | 2篇 |
1926年 | 1篇 |
1923年 | 1篇 |
排序方式: 共有195条查询结果,搜索用时 15 毫秒
191.
AbstractThis study used comparative case study methodology to investigate student perceptions of different programmes that prepare them for a challenging high school education programme: the International Baccalaureate Diploma Programme (IBDP). Given the benefits and challenges of the programme, educators and stakeholders want to ensure students feel ready to participate. In the literature, studies support that programmes such as the International General Certificate of Secondary Education and the International Baccalaureate Organisation’s Middle Years Programme prepare students for the IBDP; however, there is a need for students’ voices on how they perceive they are prepared through these programmes. This study investigated three different approaches to IBDP preparation by gaining student insights through a scaled-item questionnaire and interviews. Students identified experiences that gave them skills to monitor their learning and resources that motivated them to participate in an advanced upper-high school programme. 相似文献
192.
Academic profession in academic organization 总被引:1,自引:0,他引:1
Jan-Erik Lane 《Higher Education》1985,14(3):241-268
It has been argued that academic organizations are organized anarchies with ambiguous goal functions and uncertain technologies. Academia cannot evaluate itself because its dynamics is the garbage-can process. The counter-argument is that rational academic man(woman) is a substitute for organizational foolishness. The organizational behavior of academic institutions must be interpreted in terms of the logic of the academic profession. 相似文献
193.
194.
Danielle Lane Sarah Semon Nicholas Catania Phyllis Jones 《British Journal of Special Education》2022,49(1):64-83
In this article we examine how, despite the understanding that a special school is not an inclusive setting, the senior leadership team (SLT) at Forest Academy Trust perceive their special schools as inclusive. Document reviews, interviews and a culminating focus group appear to indicate that possibilities for inclusive education may be related to a shared ethos of inclusion, resources, accessible opportunities, individualised approaches, and collaborative networks. These data also provide a critical insight into the perils related to inclusive education in multi-academy trusts (MATs). The study of this MAT highlights the need for changes to policies, access to and equitable distribution of resources, curricular freedom balanced with accountability, a shift toward collaborative networking and partnership, and a shared vision for enactment, which may be leveraged in order to provide equitable and sustainable system-wide inclusive practices. 相似文献
195.