全文获取类型
收费全文 | 4005篇 |
免费 | 91篇 |
国内免费 | 2篇 |
专业分类
教育 | 3269篇 |
科学研究 | 100篇 |
各国文化 | 65篇 |
体育 | 148篇 |
综合类 | 1篇 |
文化理论 | 18篇 |
信息传播 | 497篇 |
出版年
2022年 | 15篇 |
2021年 | 36篇 |
2020年 | 57篇 |
2019年 | 104篇 |
2018年 | 134篇 |
2017年 | 159篇 |
2016年 | 118篇 |
2015年 | 95篇 |
2014年 | 108篇 |
2013年 | 1037篇 |
2012年 | 99篇 |
2011年 | 118篇 |
2010年 | 107篇 |
2009年 | 109篇 |
2008年 | 117篇 |
2007年 | 110篇 |
2006年 | 91篇 |
2005年 | 94篇 |
2004年 | 98篇 |
2003年 | 76篇 |
2002年 | 79篇 |
2001年 | 68篇 |
2000年 | 63篇 |
1999年 | 49篇 |
1998年 | 42篇 |
1997年 | 68篇 |
1996年 | 46篇 |
1995年 | 50篇 |
1994年 | 49篇 |
1993年 | 49篇 |
1992年 | 39篇 |
1991年 | 42篇 |
1990年 | 36篇 |
1989年 | 33篇 |
1988年 | 29篇 |
1987年 | 17篇 |
1986年 | 34篇 |
1985年 | 32篇 |
1984年 | 41篇 |
1983年 | 32篇 |
1982年 | 30篇 |
1981年 | 25篇 |
1980年 | 34篇 |
1979年 | 27篇 |
1978年 | 28篇 |
1977年 | 28篇 |
1976年 | 24篇 |
1975年 | 16篇 |
1974年 | 20篇 |
1973年 | 15篇 |
排序方式: 共有4098条查询结果,搜索用时 15 毫秒
21.
An implicit assumption that fostering inclusion means having shared systems encompassing the needs of all children is evident in many aspects of policy development over the past decade. Reflecting this, the implementation of ‘baseline assessment’ schemes (i.e. testing at around age 5 years) is a statutory requirement on all state-maintained special and mainstream schools in England since 1998. Our argument is that the enthusiasm for commonality has obscured the need to question the value and validity of baseline assessment schemes for children with special educational needs (and possibly some others such as children having English as an additional language). We illustrate this position with reference to data from our recent study on baseline assessment in England. The study encompassed survey data from a national sample of 982 schools, of which 107 were special schools. Between them, these special schools used 42 different baseline assessment schemes. Comparisons between our mainstream and special school respondents indicated that there were similarities in the nature and perceived value of the schemes used. However, special schools were less satisfied with their schemes. We suggest that a reappraisal of the nature and purpose of baseline assessment for pupils with special educational needs warrants greater critical debate. Without this, there is a danger that a stress on commonality, veiling an inclusion orthodoxy, will ultimately be counterproductive. 相似文献
22.
23.
Abstract Using the stimulated recall of instruction methodology, we interviewed teachers and students at risk for referral to special education about their perceptions, judgments, and decision making during the course of instruction. The results of the teacher interviews suggest that teachers respond to complex collections of student cues in their decision making about students. Teachers described themselves as more frequently monitoring the at‐risk students, although their attempts to modify instruction consisted primarily of attempts to motivate these students. The at‐risk students indicated awareness that they are experiencing difficulty in class, had somewhat less understanding of how teachers attempt to help them, and responded with anger and frustration to their learning problems. 相似文献
24.
25.
26.
Reflections about the use of critically reflexive praxis by academic/practitioners are offered based on a case study of a formative evaluation of Circles® USA, a nonprofit organization coordinating initiatives across the U.S. working to move families out of poverty. Critically reflexive praxis is theorized as featuring several themes including acknowledging different levels of context, critical dialogue with collaborators, engaging cultural difference and intersectionalities, problematizing power relations and relationships among researchers and collaborators, and occurring throughout the research project. Examples of critical dialogic reflexivity and navigating common tensions that emerge throughout such community engagement projects are detailed during three phases: planning and design; fieldwork and interviews; and outcomes, applications, and implications. 相似文献
27.
Using the General Social Survey from 1972–2014, we examine variation in attitudes toward retaining controversial materials in libraries. Previously controversial topics have become much more widely accepted. We find that other controversies remain, showing how global conflicts become intertwined in local cultural controversies, and how the perceived threat from particular groups informs public concern with disseminating information from those groups. We find that more frequent library users are somewhat less likely to want to remove controversial books from the shelves, although some of these relationships are explained by variation in the respondent’s age, race, and other characteristics. 相似文献
28.
Brian Klebig Joanna Goldonowicz Elisa Mendes Ann Neville Miller James Katt 《Communication Research Reports》2016,33(2):152-158
This study investigated the combined role of instructor communication variables (nonverbal immediacy and self-disclosure), instructor credibility (competence, caring, and trustworthiness), and student personality traits (extraversion, neuroticism, agreeableness, conscientiousness, and openness) in predicting students’ uncivil behaviors in class. A total of 406 students completed online questionnaires regarding the instructor of the class they attended prior to the one in which the study was administered. Personality and instructor behavior variables contributed approximately equally to explaining variance in student incivility. Students’ conscientiousness and agreeableness had direct negative relationships with incivility, whereas instructors’ amount and negativity of self-disclosure had direct positive relationships with incivility. 相似文献
29.
Ann Hassenpflug 《Clearing house (Menasha, Wis.)》2016,89(1):23-27
Analysis of two recent federal court cases in which principals violated student speech rights offers guidance to middle school administrators as they attempt to address student expression. Characteristics of a successful school from the Association for Middle Level Education provide a framework for analyzing these cases in order to prevent potential violations of First Amendment speech rights of students. 相似文献
30.
Mary Elizabeth Moore 《Religious education (Chicago, Ill.)》2019,114(3):252-261
AbstractThe persistence of white privilege and escalating racism in the United States challenges religious educators to analyze the roots and destructive potential of both. This article draws on historical and contemporary analyses in dialogue with personal reflection and the oral histories of two leaders who seek to recognize and live beyond their own privilege. The purpose of the study is to describe the landscape of white privilege and analyze the intersections of public and personal dynamics. The analysis reveals the educational potential of personal narratives and structural analysis in understanding and transforming white privilege into humble work for justice. 相似文献