全文获取类型
| 收费全文 | 189篇 |
| 免费 | 0篇 |
专业分类
| 教育 | 140篇 |
| 科学研究 | 2篇 |
| 各国文化 | 4篇 |
| 体育 | 21篇 |
| 文化理论 | 1篇 |
| 信息传播 | 21篇 |
出版年
| 2023年 | 1篇 |
| 2021年 | 1篇 |
| 2020年 | 2篇 |
| 2019年 | 2篇 |
| 2018年 | 3篇 |
| 2017年 | 4篇 |
| 2016年 | 5篇 |
| 2015年 | 2篇 |
| 2014年 | 3篇 |
| 2013年 | 56篇 |
| 2011年 | 6篇 |
| 2010年 | 4篇 |
| 2008年 | 4篇 |
| 2007年 | 9篇 |
| 2006年 | 5篇 |
| 2005年 | 4篇 |
| 2004年 | 2篇 |
| 2003年 | 3篇 |
| 2002年 | 6篇 |
| 2001年 | 3篇 |
| 2000年 | 7篇 |
| 1999年 | 4篇 |
| 1998年 | 2篇 |
| 1997年 | 5篇 |
| 1996年 | 5篇 |
| 1995年 | 3篇 |
| 1994年 | 3篇 |
| 1993年 | 3篇 |
| 1992年 | 3篇 |
| 1991年 | 2篇 |
| 1989年 | 3篇 |
| 1988年 | 1篇 |
| 1987年 | 1篇 |
| 1986年 | 2篇 |
| 1985年 | 2篇 |
| 1984年 | 2篇 |
| 1982年 | 4篇 |
| 1981年 | 1篇 |
| 1980年 | 1篇 |
| 1979年 | 2篇 |
| 1978年 | 1篇 |
| 1977年 | 1篇 |
| 1976年 | 2篇 |
| 1975年 | 1篇 |
| 1974年 | 1篇 |
| 1972年 | 1篇 |
| 1970年 | 1篇 |
排序方式： 共有189条查询结果，搜索用时 385 毫秒
41.
42.
This article explores the issue of whether lists of characteristics constituting the effective school are universally valid. It argues that the effectiveness or otherwise of schools must be understood contextually as there are significant differences between both the material and ideological contexts of schooling. The article uses the example of South Africa to demonstrate the difficulties in judging schools in one context using criteria developed in another. Three examples of schools that can be considered effective in the context of the new South Africa are described and discussed and the article concludes by arguing that education for peace and democracy is an essential feature of school effectiveness in South Africa. 相似文献
43.
44.
45.
Clive Dimmock 《School Effectiveness & School Improvement》2013,24(2):137-162
As attention turns from restructuring to school design as a means of securing school improvement, a bewildering range of design programmes/models are available. How are schools to make informed choices about their relative merits? This article suggests a classification, based on 10 criteria, by which to categorize their features, and to draw comparisons between them. The particular design adopted by the case school is described and analysed in terms of the classificatory framework, and its implementation by the perspective of the school leader/change agent. Finally, conclusions are drawn about the usefulness of the framework as a heuristic “device” for characterizing school design models (SDM) and their implementation. It is argued that refinement of the classificatory framework would result from similar case studies and the perspectives of others – besides the school leader/change agent – involved in their implementation. 相似文献
47.
This paper examines patterns of movement to study by undergraduates and patterns of mobility into work by graduates. Using national data and a large-scale dataset, student movement across regions to Higher Education Institutions is described and modelled. The evidence points to a sizeable group of graduates who never move region and a significant proportion of graduates who move to study but then move back to their home region for work. Investigation is made of whether or not movement and mobility depend on the subject studied, the type of HE undertaken, the characteristics of the individual and the characteristics of the origin and destination regions. A hypothesis is proposed that the motive for movement is to secure greater rewards from Higher Education. However, those who move region to study report significantly lower satisfaction scores with their course of study. The implications of these findings for regional agencies, for institutions and for students are considered. 相似文献
48.
Clive Bradley 《Publishing Research Quarterly》1992,8(2):59-68
Under the former Communist regimes, trade associations were often effectively instruments of government. They now have to
acquire a new role in the emergent democracies. But trade associations have few resources, are difficult to manage, and are
subject to legal restraints. Yet these groups have an enormous job: to act on behalf of their members, to represent them to
the government and other groups, and to achieve what they as an industry want and need. This requires that members reach a
common position and provide support and assistance. It also requires that the association delegate some activities to commercial
operators. A variety of book trade associations is described.
Clive Bradley has been chief executive of the British Publishers Association since 1976 and director of the Confederation
of Information Communication Industries since 1984. A barrister who studied law at Cambridge and Yale Universities, he has
made special studies of the laws of copyright and industrial relations and of European law.
This article was adapted from a presentation given at the seminar “East Meets West: Copyright and the Publisher in a Market
Economy”, held in Hamburg in March 1991. 相似文献
49.
50.
Clare Kosnik Lydia Menna Pooja Dharamshi Cathy Miyata Yiola Cleovoulou Clive Beck 《师资教育杂志》2015,41(1):52-77
This paper reports on a research study of 28 literacy teacher educators (LTE) in four countries: Canada, the USA, England and Australia. It identifies three main forms of professional development: informal, formal and communities of practice and four spheres of knowledge: research; pedagogy of higher education; literacy and literacy teaching; and current school district and government initiatives. The study reveals the sheer scale of knowledge required to be an effective LTE and demonstrates how participants used the three forms of professional development to enhance their knowledge in each sphere. It concludes that the professional development of teacher educators is not conducted systematically; rather, it is quite ad hoc with much of it occurring through learning while doing. All had to construct their own programmes for professional development, which added yet another layer to their responsibilities. 相似文献