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Reading and listening progress in segregated primary schools: Does ethnic and socioeconomic classroom composition matter? 下载免费PDF全文
Lisa Dewulf Johan van Braak Mieke Van Houtte 《British Educational Research Journal》2017,43(5):931-951
This study aimed to investigate the relationship of classroom composition factors with reading and listening comprehension achievement and progress in socially and ethnically segregated primary schools in Flanders (Belgium). Specifically, using a three‐level multivariate repeated measures analysis, it examined the association of reading and listening achievement and progress with ethnic diversity, the proportion of non‐native students and the average socioeconomic status of the class, taking into account student characteristics. At the beginning and end of the school year, reading tests, listening tests and questionnaires were administered to a sample of 7‐ and 8‐year‐old students (n = 683) in 42 second‐grade classes. Students' listening comprehension achievement at the beginning of the school year was negatively related to having a home language other than the language of instruction and to classes with a high proportion of non‐native students. However, progress in listening comprehension was not significantly associated with any student or classroom composition factors. Students whose mothers had a lower level of education performed lower on reading comprehension at the beginning of the school year, while at the end of the school year students whose mothers had a higher level of education were at a greater disadvantage. Limitations of this study and directions for future research are discussed. 相似文献
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ABSTRACTWhen searching for information on the Internet, it can be stored in a bookmarking system. The ability to organize this information in such a system depends on one’s own prior knowledge to create an appropriate classification scheme. Providing a classification system for bookmarks might support people with low prior knowledge. Even though different bookmarking systems exist, hierarchical menus and tagging are being most widely used. In the current exploratory study with 95 ninth-grade students, a 2 × 2 between-subjects design was used to investigate the influence of providing classification support (or not) for either a tagging or a hierarchical system. Results showed that despite the low familiarity with tagging systems, using a hierarchical system is not necessarily a better approach than using a tagging system to organize previously found information. Rather, a tagging system seems to yield storage of fewer but higher-quality information sources. The most important conclusion is that, despite the low familiarity with tagging systems, using a hierarchical system was not beneficial over using a tagging system to organize previously found information. 相似文献
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Johan Dahlbeck 《Educational Philosophy and Theory》2018,50(14):1451-1452
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Veenstra R Lindenberg S Zijlstra BJ De Winter AF Verhulst FC Ormel J 《Child development》2007,78(6):1843-1854
For this study, information on Who Bullies Who was collected from 54 school classes with 918 children (M age = 11) and 13,606 dyadic relations. Bullying and victimization were viewed separately from the point of view of the bully and the victim. The two perspectives were highly complementary. The probability of a bully-victim relationship was higher if the bully was more dominant than the victim, and if the victim was more vulnerable than the bully and more rejected by the class. In a bully-victim dyad, boys were more often the bullies. There was no finding of sex effect for victimization. Liking reduced and disliking increased the probability of a bully-victim relationship. 相似文献
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Manger Terje Eikeland Ole Johan Asbjørnsen Arve 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(5):711-733
International Review of Education - From a lifelong learning perspective, education during incarceration is crucial for prisoners’ rehabilitation. This article describes the authors’... 相似文献
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Johan Samuelsson 《Education 3-13》2019,47(3):333-347
The development a standard-based curriculum in History can be related to the school reforms where ‘performance’ are crucial principles. The aim is to analyse pupils’ perspectives on the relation between their views on historical knowledge and the national test in History and grading. When the pupils in this study – directly after taking a national test in History – were asked to reason about what historical knowledge is, another subject emerged: a collective memory subject. History as ‘performance’ emerges clearly in connection with the pupils’ discourse on grades and History, which has an emphasis on ‘working’, ‘writing’, and ‘doing homework’ to get a better grade in History. The disciplinary knowledge content specified in the curricula does not correspond to pupils’ experiences of what the central historical knowledge is in national tests and grading. It is apparent that disciplinary knowledge content is ‘under pressure’ in the age of performance. 相似文献
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Johan Mutter 《教育政策杂志》2013,28(2):83-97
This paper reviews the historical context behind the ‘manpower shortages’ argument underpinning proposed educational reform in South Africa circa 1980. It seeks to explain how such an argument became a dominant theme and ideological rationale for reform, by examining its passage through liberal reformist discourse into official state‐appointed commission reports. The paper then considers why the ‘manpower shortages’ argument was taken up at that particular time, and argues that it was part of an overall “Total Strategy’ for commodifying black labour through education in the face of the manifest failure of Bantu Education to achieve this end. The paper concludes by discussing briefly the failure of this strategy, and the disappearance of the ‘manpower shortages’ theme from arguments for educational reform. 相似文献
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