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101.
Neil Humphrey Ann Lendrum Michael Wigelsworth Afroditi Kalambouka 《Pastoral Care in Education》2013,31(3):219-239
The aim of this study was to build an implementation process model for social–emotional interventions. Case studies were conducted at five primary schools in England nominated as ‘lead practise’ by their local authorities. Data collection comprised interviews with school staff, children and parents, observations of intervention sessions and other settings, and document analysis. Data were analysed using qualitative content analysis. In brief, the process model of Social and Emotional Aspects of Learning small group work indicates that successful implementation is dependent upon a range of factors, ranging from the skills and experience of the group facilitator to the availability of an appropriate physical space to conduct the sessions. Key aspects of the delivery of small group interventions included setting achievable targets for children, providing constant reinforcement of desirable behaviour, and providing opportunities for pupils to verbalise their emotional experiences. We discuss the implications of the model and make recommendations for future development in this area. 相似文献
102.
Findings are presented from the first randomized control trial of the effects of encouraging symbolic gesture (or “baby sign”) on infant language, following 40 infants from age 8 months to 20 months. Half of the mothers were trained to model a target set of gestures to their infants. Frequent measures were taken of infant language development and dyadic interactions were scrutinized to assess mind‐mindedness. Infants exposed to gesture did not differ from control conditions on language outcomes; thus, no support was found for previous claims that encouraging gesturing with infants accelerates linguistic development. Microgenetic analysis revealed mothers in the gesture training conditions were more responsive to their infants' nonverbal cues and encouraged more independent action by their infant. 相似文献
103.
Neil Burtonwood 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):69-82
The Holocaust was officially remembered in Britain for the first time on 27 January 2001. This is to be an annual event and it is intended that it will provide a focus for work in schools. The paper reviews the findings of research into Holocaust education and discusses the implications for teachers intending to respond to this important initiative. 相似文献
104.
Adult learning groups have often been studied in terms of the inter‐personal relations and problems which they generate. But how do adults develop, and build on, a shared understanding in such groups ‐ which is, after all, their main purpose ‐ and how can tutors best facilitate these processes? Neil Mercer, of the Open University's School of Education, and Derek Edwards, of Loughborough University's Social Sciences Department, address these questions here by applying research methods developed in schools. A tutor group at a recent Open University summer school is analysed as an example, but the implications of the study are more general. 相似文献
105.
Forty‐six subjects (22 young, 24 old) received three training sessions with software (Borland's “Sidekick"). Each session lasted a maximum of S h. The fourth session was a test. Subjects were randomly assigned to two learning environments, partnered or individual, and half were given a computer “jargon” sheet before training. All instructions were written, learning was self‐paced, and tasks were formulated according to discovery‐method guidelines. Attitudes toward computers were measured before Session 1 and on completion of Session 3. The results showed that older adults took twice as long as younger ones but achieved nearly equal performance levels, exceeding young adults in one condition but falling slightly below them in others. Older adults requested help two to three times as frequently. Session 3 attitude scores were positively correlated with the mark achieved on the final test, and changes in attitudes were related to training conditions. 相似文献
106.
Ben Williamson Annika Bergviken Rensfeldt Catarina Player-Koro Neil Selwyn 《教育政策杂志》2013,28(5):705-725
AbstractEducation policy increasingly takes place across borders and sectors, involving a variety of both human and nonhuman actors. This comparative policy paper traces the ‘policy mobilities,’ ‘fast policy’ processes and distributed ‘policy assemblages’ that have led to the introduction of new computer programming practices into schools and curricula in England, Sweden and Australia. Across the three contexts, government advisors and ministers, venture capital firms, think tanks and philanthropic foundations, non-profit organizations and commercial companies alike have promoted computer programming in schools according to a variety of purposes, aspirations, and commitments. This paper maps and traces the evolution of the organizational networks in each country in order to provide a comparative analysis of computing in schools as an exemplar of accelerated, transnationalizing policy mobility. The analysis demonstrates how computing in schools policy has been assembled through considerable effort to create alignments between diverse actors, the production and circulation of material objects, significant cross-border movement of ideas, people and devices, and the creation of strategic partnerships between government centres and commercial vendors. Computing in schools exemplifies how modern education policy and governance is accomplished through sprawling assemblages of actors, events, materials, money and technologies that move across social, governmental and geographical boundaries. 相似文献
107.
108.
Recent policy in England has suggested that educational outcomes will be raised if schools specialise in particular subjects. In contrast, calls for the reform of 16–19 education have suggested that these outcomes will be improved if students become less specialised in their studies. At present, there is a limited evidence base from which to judge these arguments. In particular, we do not know the extent to which students’ achievements in 16–19 education are higher when they choose subjects which play to their perceived strengths. We also do not know whether students are more likely to choose to study subjects taught by more effective departments. That is, outcomes may be affected by the relative strengths of students or departments in circumstances where there is freedom to choose. In this paper we provide evidence of the existence and strength of these relationships. This evidence suggests that reducing the scope within schools for specialisation or competition will reduce average student attainment and these effects ought to be taken into account when evaluating alternative curriculum policies. 相似文献
109.
This case study paper presents four mini-case studies which explore IT service management issues within IT departments. It suggests that there is a shift in focus in IT away from the technical artefacts towards customer directed services. The case studies concern a hospital, a provider of marine charts, a logistics company and the batch operations of a bank. A range of issues are discussed including the provision of customer support, the acquisition of software and services, relationships with suppliers and the development of service strategy. The mini-case study is presented as a vehicle for identifying research issues and for teaching IT service management concepts in short tutorial sessions. 相似文献
110.