全文获取类型
收费全文 | 258篇 |
免费 | 3篇 |
专业分类
教育 | 182篇 |
科学研究 | 18篇 |
各国文化 | 2篇 |
体育 | 30篇 |
文化理论 | 1篇 |
信息传播 | 28篇 |
出版年
2024年 | 1篇 |
2021年 | 6篇 |
2020年 | 2篇 |
2019年 | 6篇 |
2018年 | 8篇 |
2017年 | 8篇 |
2016年 | 4篇 |
2015年 | 12篇 |
2014年 | 12篇 |
2013年 | 63篇 |
2012年 | 6篇 |
2011年 | 4篇 |
2010年 | 6篇 |
2009年 | 7篇 |
2008年 | 9篇 |
2007年 | 9篇 |
2006年 | 5篇 |
2005年 | 13篇 |
2004年 | 9篇 |
2003年 | 4篇 |
2002年 | 4篇 |
2001年 | 5篇 |
2000年 | 2篇 |
1999年 | 3篇 |
1998年 | 7篇 |
1997年 | 2篇 |
1996年 | 3篇 |
1995年 | 3篇 |
1994年 | 3篇 |
1993年 | 4篇 |
1992年 | 1篇 |
1991年 | 4篇 |
1989年 | 4篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1980年 | 2篇 |
1970年 | 2篇 |
1967年 | 1篇 |
1830年 | 3篇 |
1828年 | 4篇 |
1826年 | 3篇 |
排序方式: 共有261条查询结果,搜索用时 250 毫秒
61.
There is considerable variation between male and female Bachelor degree performance at Oxford and Cambridge (Oxbridge) where male students attain more First and Third Class degrees and female students attain more Second Class degrees. Various hypotheses have been put forward to explain this phenomenon including the possibility that the distinctive Oxbridge assessment environment, very different from those at both pre‐ and post‐92 universities, might account for the difference. Data from the Assessment Experience Questionnaire (AEQ; Oxbridge, pre‐ and post‐92 universities, one science, one humanities and one applied social science subject from each) were analysed to determine gendered perceptions of the assessment environment. Significant gender differences were found on five AEQ scales (Quantity of effort, Coverage of syllabus, Quantity and quality of feedback, Use of feedback and Appropriate assessment) but there was no significant interaction between gender and university. Consequently, there were few clues in students' responses to confirm that the Oxbridge assessment environment explains gendered differences in degree performance. 相似文献
62.
63.
64.
65.
In the academic year 2006–2007, the Training and Development Agency (TDA) set up a development programme to enable Initial Teacher Training and Education (ITTE) placements in specialist special education provision. The goal of the programme was to enhance the knowledge, skills and understanding of inclusive practice for special educational needs and disability among those joining and those who are relatively new to the teaching workforce. This article, by Gill Golder, Nicky Jones and Erica Eaton Quinn, all Senior Lecturers at the College of St Mark and St John in Plymouth, outlines one project related to this TDA programme. The authors explore the outcomes of their work on a three‐year BEd (Honours) Secondary Physical Education course in the south‐west against the TDA's objectives for both trainee teachers and the special schools to which they were attached. Results confirm the importance of preparing trainee teachers for a future career in more inclusive schools. 相似文献
66.
67.
68.
69.
Elizabeth A. Gill - Elizabeth A. Gill is a doctoral student in the 《Journal of Applied Communication Research》2007,35(2):133-155
Breast cancer is one of the most feared diseases in contemporary Western society. Popular women's magazines are important sources of information about and orientation to the disease. The current study applies problematic integration theory in an interpretive analysis of all breast cancer articles appearing in five top-circulating women's magazines between 1997 and 2002. In so doing, the study illuminates two major challenges (uncertainty and ambivalence) and several imperfect approaches to coping constructed in this discourse (simplification, information-seeking/provision, affect management, trusting intuition, sustaining hope, and metaphoric reframing). These results have several clear and important practical implications and highlight a major and largely untried direction for future research. 相似文献
70.