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271.
《Journal of Teaching in Social Work》2013,33(3-4):7-26
Abstract This paper explores how African American literature can enrich the analysis of social policy in social work graduate courses. The historic debate between Booker T. Washington and W.E.B. Du Bois about black progress, and its reflection in subsequent works by Richard Wright, Ralph Ellison, Shelby Steele, and Cornel West, illustrate that the debate remains present in contemporary affirmative action and welfare reform policies. Using ethnic narratives can expand adult students' ability to analyze the purposes, consequences, and values underlying social policies and help social workers formulate, document and buttress new policy positions. Such abilities are especially critical for social policies in which race remains a critical influence. 相似文献
272.
Eileen Carlton Parsons Rhea Miles Michael Petersen 《Research in Science & Technological Education》2013,31(3):257-274
Background: Research has primarily concentrated on adults’ implicit theories about high quality science education for all students. Little work has considered the students’ perspective. This study investigated high school students’ implicit theories about what helped them learn science. Purpose: This study addressed (1) What characterizes high school students’ implicit theories of what facilitates their learning of science?; (2) With respect to students’ self-classifications as African American or European American and female or male, do differences exist in the students’ implicit theories? Sample, design and methods: Students in an urban high school located in south-eastern United States were surveyed in 2006 about their thoughts on what helps them learn science. To confirm or disconfirm any differences, data from two different samples were analyzed. Responses of 112 African American and 118 European American students and responses from 297 European American students comprised the data for sample one and two, respectively. Results: Seven categories emerged from the deductive and inductive analyses of data: personal responsibility, learning arrangements, interest and knowledge, communication, student mastery, environmental responsiveness, and instructional strategies. Instructional strategies captured 82% and 80% of the data from sample one and two, respectively; consequently, this category was further subjected to Mann-Whitney statistical analysis at p < .05 to ascertain ethnic differences. Significant differences did not exist for ethnicity but differences between females and males in sample one and sample two emerged. Conclusions: African American and European American students’ implicit theories about instructional strategies that facilitated their science learning did not significantly differ but female and male students’ implicit theories about instructional strategies that helped them learn science significantly differed. Because students attend and respond to what they think and perceive to be important, addressing students’ implicit theories may be one way to enhance science education reform. 相似文献
273.
Faye Z. Belgrave Melanie P. Moore Nakeina E. Douglas-Glenn 《International journal of qualitative studies in education》2013,26(10):1250-1269
AbstractExternal funding is required for promotion and tenure in many disciplines, especially at research intensive universities. The purpose of this study was to identify barriers and assets to external funding for African American faculty at a research intensive university. A phenomenological approach was used to capture the voice of 16 African American faculty through focus groups and interviews. Data were interpreted through the lens of Critical Race Theory. The three primary themes were: (1) barriers, (2) influence of race, and (3) assets. Barriers included lack of mentors and collaborators; teaching load and lack of protective time; scarcity of funding; and lack of administrative support and infrastructure for getting grants out. Faculty reported several assets for securing funding. These included both personal (e.g. good training, innovation) and external (e.g. collaborations with community members) assets. Recommendations for addressing barriers are provided. 相似文献
274.
田恩铭 《辽宁师范大学学报(社会科学版)》2013,(4)
中唐时期,士族家庭在婚姻上依然保持着门第观念,而在仕途上,则已经风光不再了。士族出身对士子的仕宦生涯所发生的影响渐小,他们能够守住的是“婚”的底线和优美的家学家风。无嗣之忧与柳宗元的士族出身有直接的关系,这关涉如何传宗接代以继承家学门风。对于柳宗元本人来说,建功立业已经遥不可及,而以著述传世尚可。这就需要有传人,所以他在与年轻人的交流中传播自己的文学观念。家族教育的兴盛、文学教育的看重本就是河东柳氏的传统。没有子嗣意味着家学难以为继的局面。对柳宗元的文学活动做一番考察,就会发现,这是他文学创作最为活跃的一个时期。柳宗元对自己身后事的处理中同样存在无嗣之忧的影响。 相似文献
275.
Kirt H. Wilson 《Quarterly Journal of Speech》2013,99(2):89-108
This essay examines the ways in which imitation, as a concept and as a practice, was caught up in the nineteenth century's racial politics. Theoretically, it argues that the interpretation of mimêsis labels the imitator and either sustains or reconstitutes power relations within the context of mimetic performance. Historically, the essay contends that during the nineteenth century, and especially after the Civil War, black imitation threatened the dominant systems of white power. European Americans interpreted black mimêsis as a primitive instinct, the sign of an inferior "other." Conversely, African Americans used imitation to exercise their liberty and pursue civil rights. Frederick Douglass viewed imitation as a progressive force in public life, and his conceptualization represents an alternative to the reductive construct that existed at the beginning of the twentieth century and continues today. 相似文献
276.
Kacey DiGiacinto 《Quest (Human Kinetics)》2013,65(2):181-190
Increasing the involvement of African Americans in the field of kinesiology has been an ever present issue. While many colleges and universities are making attempts to diversify their undergraduate students, graduate students, and faculty, many are finding this a difficult task due to the lack of minority undergraduate kinesiology majors pursuing advanced degrees. There is a body of evidence that suggests that kinesiology programs should find ways to recruit African American students to undergraduate and graduate programs as a basis for diversifying the field. The three related problems discussed in this article are: (a) how to attract quality African American physical education teacher education students to the field of kinesiology; (b) how to identify African American students with the potential to thrive in graduate level coursework; and (c) how to recruit exceptional African American students to participate in professional organizations, such as the National Association for Kinesiology in Higher Education (NAKHE). Ultimately, I provide suggestions for recruiting African Americans to the field of kinesiology and ideas for involving them professionally in NAKHE. 相似文献
277.
卞慕东 《五邑大学学报(社会科学版)》2009,11(2):42-45
黑人为什么能够赢得美国2008年总统大选?对此众说纷纭、莫哀一是。实际上,奥巴马的胜选建立于美国黑人200余年争取民权不懈斗争的历史基础之上,再加之奥巴马团队针对美国国内现时政治、经济实际采取了恰当的竞选策略,终于实现了一个伟大的“梦想”。 相似文献
278.
Stephanie Doyle Catherine Manathunga Gerard Prinsen Rachel Tallon Sue Cornforth 《高等教育研究与发展》2018,37(1):1-14
While the experiences of international doctoral students, especially those from Asian countries, have been well researched, fewer studies have explored the experiences of African students in Southern countries like Australia and Aotearoa/New Zealand. This article reports on doctoral writing and student and supervisor perspectives on English languages in a small study of supervisors and African students in New Zealand. It challenges deficit constructions of African students and illustrates how the growing internationalisation of higher education is adding to the complexities of doctoral writing, raising questions as to how students and supervisors recognise and navigate differences in Englishes and doctoral writing. It makes a number of recommendations about how supervisors might work effectively with African and other doctoral students. 相似文献
279.
ABSTRACTWhile acknowledging higher education’s complicity in inequality, the premise of this paper is that curriculum transformation can be one means of challenging and dismantling structural injustices towards the goal of equity of access and outcomes. Fraser’s multi-dimensional framework for social justice is drawn upon to explore what this transformation requires. The framework is used to critique a particular case of curriculum intervention, Education Development in South Africa. In Fraser’s terms, the interventions have been largely affirmative, not transformative. In addition, they have focused on only the first dimension of justice, redistribution, and have generally failed to attend to misrecognition and representation. Overall, we argue that the responses of higher education institutions in South Africa to the challenges of a globalised, pluralist world have been affirmative, not transformative. A transformative approach demands a ‘reframing’ of the curriculum. This involves adjusting the scale of the problem, interrogating assumptions informing the norms of the curriculum, questioning current boundaries between ‘mainstream’ and ‘other’ students and reviewing the fitness of the curriculum for a pluralist society. The paper concludes with recommendations for what such a reframing of the curriculum might entail. 相似文献
280.
薛志强 《辽宁师范大学学报(社会科学版)》2007,30(5):117-122
从红山诸文化的经济结构、原始宗教信仰及民俗学、文字学等资料分析,红山文化玉雕龙造型的主根系应是雄性野猪,但野猪与猪龙是性质不同的两个概念,二者决不可混淆。 相似文献