全文获取类型
收费全文 | 438篇 |
免费 | 21篇 |
专业分类
教育 | 403篇 |
科学研究 | 2篇 |
各国文化 | 7篇 |
体育 | 18篇 |
文化理论 | 2篇 |
信息传播 | 27篇 |
出版年
2023年 | 4篇 |
2020年 | 5篇 |
2019年 | 8篇 |
2018年 | 12篇 |
2017年 | 16篇 |
2016年 | 12篇 |
2015年 | 7篇 |
2014年 | 20篇 |
2013年 | 114篇 |
2012年 | 6篇 |
2011年 | 17篇 |
2010年 | 13篇 |
2009年 | 13篇 |
2008年 | 9篇 |
2007年 | 17篇 |
2006年 | 19篇 |
2005年 | 9篇 |
2004年 | 9篇 |
2003年 | 8篇 |
2002年 | 10篇 |
2001年 | 5篇 |
2000年 | 8篇 |
1999年 | 6篇 |
1998年 | 5篇 |
1997年 | 5篇 |
1996年 | 5篇 |
1995年 | 6篇 |
1994年 | 6篇 |
1993年 | 2篇 |
1992年 | 7篇 |
1991年 | 4篇 |
1990年 | 2篇 |
1989年 | 10篇 |
1987年 | 3篇 |
1985年 | 4篇 |
1983年 | 2篇 |
1982年 | 11篇 |
1981年 | 7篇 |
1980年 | 2篇 |
1979年 | 9篇 |
1978年 | 2篇 |
1977年 | 5篇 |
1975年 | 1篇 |
1974年 | 3篇 |
1973年 | 1篇 |
1971年 | 2篇 |
1969年 | 1篇 |
1968年 | 1篇 |
1966年 | 2篇 |
1938年 | 1篇 |
排序方式: 共有459条查询结果,搜索用时 15 毫秒
1.
2.
3.
Methods for studying family visitors in art museums: A cross-disciplinary review of current research
Pat Sterry Author Vitae Ela Beaumont Author Vitae 《Museum Management and Curatorship》2006,21(3):222-239
This paper examines current trends in family studies research, details the methodological and topical perspectives that are emerging, and reflects on how these findings could be integrated to provide a more coherent approach to researching the leisure, learning and recreational aspects of family visitors to art museums. Research findings from disciplines such as sociology, ethnography, education, design and marketing are of interest to the field of visitor studies, and this paper contributes to the wider research agenda by providing an overview of family research methods from a range of other disciplines, as well as those used within visitor studies.Over the last decade, there has been a growth of research in family learning in science museums, leading to an emerging disciplinary matrix, whilst many aspects of family visits to art museums remain relatively unexplored. The paper discusses the problems of gathering meaningful data from adults and children in family groups, and concludes by suggesting that a challenge for art museums is to learn from what is happening in other areas of cultural research into families, and to develop a framework for research which builds on the methodological strengths and practical experience of robust studies. 相似文献
4.
Fernanda L. Cross Aixa D. Marchand Michael Medina Andrea Villafuerte Deborah Rivas‐Drake 《Psychology in the schools》2019,56(4):483-496
This study examined the direct association between parental educational expectations and adolescents’ academic self‐efficacy, as well as the moderating influence of parental academic socialization messages. Participants were 148 Latino parent–adolescent dyads with the majority of Mexican origin (80.4%). Most of the parent participants were mothers (85.8%). Adolescents were 13 (46%) or 14 (54%) years of age, and 53% identified as female. Adolescents reported their academic self‐efficacy and perceptions of their parents’ educational expectations; parents reported on their academic socialization messages of shame/pressure and effort regarding academics. The results suggest that, after accounting for parents’ level of education and immigrant status, parental educational expectations were positively associated with adolescent academic self‐efficacy. This association was stronger among adolescents whose parents reported transmitting fewer messages of shame/pressure and academic effort. These results point to the importance of nuances in the content and type of academic socialization messages within Latino families. 相似文献
5.
Andrew Noyes Geoff Wake Pat Drake 《International Journal of Science and Mathematics Education》2011,9(2):483-501
This paper explores the potential impact of a national pilot initiative in England aimed at increasing and widening participation
in advanced mathematical study through the creation of a new qualification for 16- to 18-year-olds. This proposed qualification
pathway—Use of Mathematics—sits in parallel with long-established, traditional advanced level qualifications, what we call ‘traditional Mathematics’ herein. Traditional Mathematics is typically required for entry to mathematically demanding undergraduate programmes. The structure, pedagogy and assessment
of Use of Mathematics is designed to better prepare students in the application of mathematics, and its development has surfaced some of the tensions
between academic/pure and vocational/applied mathematics. Here, we explore what Use of Mathematics offers, but we also consider some of the objections to its introduction in order to explore aspects of the knowledge politics
of mathematics education. Our evaluation of this curriculum innovation raises important issues for the mathematics education
community as countries seek to increase the numbers of people that are well prepared to apply mathematics in science and technology-based
higher education courses and work places. 相似文献
6.
This paper examines the relationship between sets of quantitative performance and diversity indicators and the qualitative banding of Australian universities made by the Committee for Quality Assurance in Higher Education. Using factor analysis, three performance factors (Traditional Research University Performance, Teaching Performance and Competitive Research Performance) and four diversity factors (Size, Equity, Student Staff Ratios and Access) were obtained. Strong association was found between quality ranking and composite measures of performance. When factor‐based composite measures were used, quality rankings were significantly correlated with Traditional Research University Performance, Teaching Performance and Size, and negatively with Equity. 相似文献
7.
OBJECTIVE: This study compared recidivism rates for alleged maltreatment perpetrators whose initial report was substantiated and those whose initial report was not substantiated, to determine whether they returned to the child welfare system at differing rates. METHOD: Statewide administrative child welfare services data over a period of 4 1/2 years was analyzed. The sample included 31,531 perpetrators of intrafamilial maltreatment. Separate analyses were conducted for each type of maltreatment (sexual abuse, physical abuse, and neglect). RESULTS: Bivariate relationships (substantiation status and recidivism) were analyzed using survival curves, and the study found that recidivism patterns differed by type of maltreatment and by substantiation status at the index event. Multivariate analyses using Cox Proportional Hazards models found that bivariate relationships held true even when controlling for neighborhood mean income, ethnicity, and gender. CONCLUSIONS: The study's finding that perpetrators whose index event was not substantiated return to the child welfare system at a high rate suggests the need to learn how to discriminate those unsubstantiated alleged perpetrators who are most at risk for recidivism. The finding of frequent cross-type recidivism indicates that intervention should focus on common themes across maltreatment types. 相似文献
8.
Jacqueline Specht Donna McGhie-Richmond Tim Loreman Pat Mirenda Sheila Bennett Tiffany Gallagher 《International Journal of Inclusive Education》2016,20(1):1-15
This study provides a Canada-wide snapshot of the self-efficacy and beliefs of 1490 preservice teachers in relation to inclusive teaching using the Teacher Efficacy for Inclusive Practice and the Beliefs about Learning and Teaching Questionnaire. At the time of data collection, these preservice teachers were in the final stages of their teacher education programmes. Based on the results of surveys in 11 Faculties of Education, men have higher self-efficacy than women for managing behaviour in the classroom, elementary preservice teachers have higher self-efficacy in collaboration than those teaching in secondary schools, those enrolled in the 1-year post-degree programme show lower self-efficacy than those enrolled in programmes of other durations, and those who have experience with people with special education needs show higher self-efficacy than those who do not. Differences illustrated that women were more inclusive than men, 1-year post-degree preservice teachers were less inclusive than others, and those who have experience with people with special education needs are more inclusive than those who do not. Recommendations for teacher education and limitations surrounding the practical significance of the findings are discussed. 相似文献
9.
10.