全文获取类型
| 收费全文 | 711篇 |
| 免费 | 11篇 |
专业分类
| 教育 | 554篇 |
| 科学研究 | 43篇 |
| 各国文化 | 8篇 |
| 体育 | 58篇 |
| 文化理论 | 5篇 |
| 信息传播 | 54篇 |
出版年
| 2023年 | 3篇 |
| 2022年 | 4篇 |
| 2021年 | 5篇 |
| 2020年 | 15篇 |
| 2019年 | 17篇 |
| 2018年 | 32篇 |
| 2017年 | 28篇 |
| 2016年 | 25篇 |
| 2015年 | 24篇 |
| 2014年 | 25篇 |
| 2013年 | 141篇 |
| 2012年 | 20篇 |
| 2011年 | 28篇 |
| 2010年 | 20篇 |
| 2009年 | 24篇 |
| 2008年 | 30篇 |
| 2007年 | 20篇 |
| 2006年 | 22篇 |
| 2005年 | 14篇 |
| 2004年 | 21篇 |
| 2003年 | 16篇 |
| 2002年 | 17篇 |
| 2001年 | 15篇 |
| 2000年 | 18篇 |
| 1999年 | 11篇 |
| 1998年 | 6篇 |
| 1997年 | 7篇 |
| 1996年 | 8篇 |
| 1995年 | 6篇 |
| 1994年 | 7篇 |
| 1993年 | 6篇 |
| 1992年 | 7篇 |
| 1991年 | 7篇 |
| 1990年 | 6篇 |
| 1988年 | 5篇 |
| 1987年 | 4篇 |
| 1986年 | 5篇 |
| 1985年 | 7篇 |
| 1984年 | 4篇 |
| 1983年 | 5篇 |
| 1982年 | 4篇 |
| 1981年 | 3篇 |
| 1979年 | 2篇 |
| 1978年 | 4篇 |
| 1977年 | 2篇 |
| 1976年 | 2篇 |
| 1975年 | 2篇 |
| 1877年 | 7篇 |
| 1875年 | 5篇 |
| 1826年 | 1篇 |
排序方式： 共有722条查询结果，搜索用时 15 毫秒
51.
Kathleen Knight Abowitz 《Educational theory》2011,61(4):467-489
Public schools are functionally provided through structural arrangements such as government funding, but public schools are achieved in substance, in part, through local governance. In this essay, Kathleen Knight Abowitz explains the bifocal nature of achieving public schools; that is, that schools are both subject to the unitary Public compact of constitutional principles as well as to the more local engagements with multiple publics. Knight Abowitz sketches this bifocal nature, exploring both the unitary ideal and its parameters, as well as the less understood forms of multiple, organic publics that come into being in response to localized problems in schools or districts. These publics often fail to realize their potential in the development of increased capacity for enhanced teaching and learning. The essay ultimately points to a practical application: that educational leadership of all types, and with some very specific kinds of habits and skills, is needed to help achieve public schools. 相似文献
52.
The race to establish regional education hubs is a recent development in cross-border higher education. This article briefly examines the rationales and strategies used by three countries in the Middle East and three in South East Asia which are working towards positioning themselves as regional education hubs. The different approaches and purposes among the six countries highlight the need for a typology of education hubs. Three types are proposed: the student hub, the training and skilled workforce hub, and the knowledge/innovation hub. The final section of the paper takes a closer look at Malaysia??s cross-border education initiatives and its actions to establish itself as a competitive education hub in a region where Singapore and Hong Kong have similar intentions. Whether Malaysia has the ability to make a quantum leap from being a student hub to becoming a knowledge/innovation hub remains to be seen and appears to be an optimistic outlook. 相似文献
53.
54.
Harnessing technology to improve formative assessment of student conceptions in STEM: forging a national network 总被引：2，自引：0，他引：2
Haudek KC Kaplan JJ Knight J Long T Merrill J Munn A Nehm R Smith M Urban-Lurain M 《CBE life sciences education》2011,10(2):149-155
Concept inventories, consisting of multiple-choice questions designed around common student misconceptions, are designed to reveal student thinking. However, students often have complex, heterogeneous ideas about scientific concepts. Constructed-response assessments, in which students must create their own answer, may better reveal students' thinking, but are time- and resource-intensive to evaluate. This report describes the initial meeting of a National Science Foundation-funded cross-institutional collaboration of interdisciplinary science, technology, engineering, and mathematics (STEM) education researchers interested in exploring the use of automated text analysis to evaluate constructed-response assessments. Participants at the meeting shared existing work on lexical analysis and concept inventories, participated in technology demonstrations and workshops, and discussed research goals. We are seeking interested collaborators to join our research community. 相似文献
55.
56.
Roger Knight 《Higher Education Quarterly》1986,40(3):303-313
57.
58.
Peter C. Knight 《Higher Education Quarterly》1987,41(4):317-328
The National Advisory Body was established to advise the Secretary of State for Education and Science on the allocation of money to support advanced work in polytechnics and colleges. The committee system of NAB was representative of local authority and college interests and there was always a tension between NAB and the Department of Education and Science. The paper charts the decisions that were taken by NAB in progressing the 1987–88 planning exercise. The policy context of these decisions is analysed and the political consequences are discussed. The paper argues that the 1987–88 exercise was the wrong approach to the planning problems and that the resulting conflict with the Government destroyed the credibility of NAB. 相似文献
59.
It is nearly 30 years since Mary Warnock's Report of the Committee of Enquiry into the Education of Handicapped Children and Young People introduced the phrase ‘special educational needs’ into the UK education system. In this article, Katherine Runswick‐Cole, Research Associate at Manchester Metropolitan University, and Nick Hodge, Principal Lecturer in Research Development at Sheffield Hallam University, argue for the abandonment of the ‘special needs’ discourse, claiming that it has, in fact, led to exclusionary practices within education. Building on the work of early years educators in Reggio Emilia schools in Northern Italy, the authors advocate for the adoption of the phrase ‘educational rights’ and suggest that the positive impact of such a linguistic turn would be significant for the lives of young people currently described as having ‘special educational needs’ and for children's rights. 相似文献
60.