全文获取类型
收费全文 | 999篇 |
免费 | 23篇 |
专业分类
教育 | 815篇 |
科学研究 | 17篇 |
各国文化 | 16篇 |
体育 | 58篇 |
文化理论 | 3篇 |
信息传播 | 113篇 |
出版年
2022年 | 5篇 |
2021年 | 12篇 |
2020年 | 12篇 |
2019年 | 24篇 |
2018年 | 41篇 |
2017年 | 29篇 |
2016年 | 34篇 |
2015年 | 26篇 |
2014年 | 31篇 |
2013年 | 264篇 |
2012年 | 26篇 |
2011年 | 24篇 |
2010年 | 20篇 |
2009年 | 21篇 |
2008年 | 27篇 |
2007年 | 31篇 |
2006年 | 28篇 |
2005年 | 28篇 |
2004年 | 27篇 |
2003年 | 16篇 |
2002年 | 25篇 |
2001年 | 19篇 |
2000年 | 14篇 |
1999年 | 17篇 |
1998年 | 8篇 |
1997年 | 13篇 |
1996年 | 14篇 |
1995年 | 8篇 |
1994年 | 11篇 |
1993年 | 12篇 |
1992年 | 14篇 |
1991年 | 19篇 |
1990年 | 13篇 |
1989年 | 7篇 |
1988年 | 7篇 |
1987年 | 6篇 |
1986年 | 7篇 |
1985年 | 10篇 |
1984年 | 8篇 |
1983年 | 5篇 |
1982年 | 8篇 |
1981年 | 5篇 |
1980年 | 5篇 |
1979年 | 8篇 |
1978年 | 4篇 |
1977年 | 5篇 |
1976年 | 5篇 |
1974年 | 3篇 |
1973年 | 3篇 |
1971年 | 2篇 |
排序方式: 共有1022条查询结果,搜索用时 15 毫秒
51.
52.
53.
54.
55.
Joachim Broecher Joyce H. Davis Janet F. Painter 《International Journal of Lifelong Education》2017,36(4):471-485
Using qualitative interviews, focus groups, storytelling and collective journaling, the life experiences of people in a local village community, in South Westphalia, Germany, born between 1930 and 1945, were analysed collaboratively. The research intention was to give the younger generations in that region access to these experiences and insights, within the context of democratic learning and civic education. The focus of this narrative learning project was on the politically relevant issues and themes they contained, above all: the significance of free information and thought, a free cultural life, access to education for all children and youth, a self-determined life for women and girls, as well as cohesion and self-help structures in the social community. Many tales were shared from the Third Reich, making references to Wilhelmine Germany and the Republic of Weimar, including how these times had been narrated to them through their forebearers and families’ archives. 相似文献
56.
This paper considers the logic of practice of the French sociologist Pierre Bourdieu in relation to critical action learning: in particular habitus which is co-created with field and the interplay amongst the two in the form of misrecognition and risk. We draw on interviews with participants who have experienced action learning as part of an NHS leadership programme. We argue that Bourdieu provides helpful ways of understanding and explaining the complex processes of social interactions which are centre stage in action learning – especially the ‘social friction’ through which action learners gain new insights and new prompts to action in their workplace from learning set members. These insights can support action learning practitioners keen to explore their own practice. 相似文献
57.
Janice W. Y. Wong Melissa O’Donnell Donna Bayliss Janet Fletcher Rebecca Glauert 《Educational Research for Policy and Practice》2017,16(2):109-127
Policies aiming to improve educational outcomes are typically based on academic testing data. However, such data only reflect the performance of students who completed the tests. It is possible that students who were absent have shared characteristics. The proportion of students absent out of all eligible school students and whether they have shared characteristics has not been investigated, as this is only possible through the use of linked administrative data. Participants were born in Western Australia in 1994 and 1995, and their birth records were linked to participation status in the Year 9 academic tests to determine the proportion of students who were absent. Logistic regression was conducted to investigate characteristics which predicted absence on test day. A proportion of non-Aboriginal (3.2 %) and Aboriginal students (21.9 %) were absent on test day. Risk factors which predicted the absence included contact with Child Protection and Family Services, history of maternal mental health problems, and fathers aged below 20 years at the time of their child’s birth. A significant proportion of students was absent and therefore not represented in academic achievement information. These students were more likely to have experienced adverse events and therefore are not randomly absent. As these data are typically used to inform policies which aim to improve educational outcomes, they may lack the necessary information to adequately address the complex needs of students who are absent on test day. However, findings suggest that service providers, as well as schools may play an important role in encouraging participation in school. 相似文献
58.
Charles C. Morse Janet Dee Spoltore Paul Galvinhill 《Journal of College Student Psychotherapy》2017,31(4):325-335
Research points to significant numbers of students on college campuses experiencing mental health distress and an ever increasing number of college students who are choosing to make an off-campus educational experience a part of their college careers. When we consider both of these trends together, it is quite apparent that a significant number of students with mental health concerns will spend periods of time studying away from campus, with converging concerns among college mental health and study away professionals about how to best support these students. This article seeks to outline both challenges and opportunities inherent in the collaboration between campus professionals in supporting students with mental health issues before and during their study away experiences. 相似文献
59.
Alyssa N. Bryant 《Research in higher education》2011,52(5):460-479
Based upon a national longitudinal dataset of 14,527 college students generated by the UCLA Spirituality in Higher Education
Project, this study used structural equation modeling to test the applicability of a model of ecumenical worldview development
for students of diverse genders, races, and worldviews. The model suggests that challenging co-curricular experiences and
the salience of religion and spirituality in academic encounters tend to provoke religious/spiritual struggles, which in turn
enhance ecumenical worldview. However, tests for model invariance revealed group differences in the applicability of the model.
Differences by gender and race/ethnicity are minimal in comparison to differences by worldview. 相似文献
60.
Michael R. Jolley Emily Cross Miles Bryant 《Community College Journal of Research & Practice》2014,38(2-3):218-230
In 2011, according to a National Center for Education Statistics report, part-time instructional staff in all higher education institutions exceeded full-time faculty members for the first time, accounting for 50% of all instructional staff (National Center for Education Statistics [NCES], 2012). The same report indicates part-time faculty in community colleges exceeds 70% of instructional staff. Perhaps more alarming are the numbers of contingent instructional staff—faculty without long-term employment commitments. According to this measure, nearly 70% of faculty members in all areas of higher education have little-to-no job stability (American Association of University Professors [AAUP], 2013; Schuster & Finklestein, 2006). However, limited research exists on the working experiences of this major subpopulation of United States professors. The purpose of this qualitative study was to explore the experiences of part-time contingent community college faculty regarding the assessment processes their institutions implemented. Through interviews, researchers gathered data identifying what 20 part-time contingent faculty professors reported regarding teaching conditions and institutional assessment procedures. Participant interviews revealed two major themes centered on a lack of institutional engagement and meaningful assessment policies or procedures. 相似文献