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101.
This paper provides an introduction to this special issue of the Cambridge Journal of Education on ‘Evoking and provoking Bourdieu in educational research’. In the course of providing a critical synopsis of each paper, we consider how and why the authors work with and after Bourdieu, both evoking and provoking his thinking tools (particularly field, capital and habitus, but also doxa, misrecognition and illusio) and his methodological disposition that rejects ‘epistemological innocence’. We note that Bourdieu himself invited such provocation and that this is especially needed as the social continues to change, given the new spatialities of globalisation and growing social and economic inequalities. That is, we acknowledge that the empirical and the theoretical are always imbricated in each other, a theme pursued throughout the collection. 相似文献
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Jonathan D. Eldredge Philip J. Kroth Cristina Murray-Krezan Chad M. Hantak Edward F. Weagel Gale G. Hannigan 《Journal of the Medical Library Association》2015,103(1):19-21
Objective:
The research tested the accuracy of the VIVO Harvester software in identifying publications authored by faculty members affiliated with a National Institutes of Health Clinical and Translational Sciences Award (CTSA) site.Methods:
Health sciences librarians created “gold standard” lists of references for the years 2001 to 2011 from PubMed for twenty-five randomly selected investigators from one CTSA site. These gold standard lists were compared to the same twenty-five investigators'' reference lists produced by VIVO Harvester. The authors subjected the discrepancies between the lists to sensitivity and specificity analyses.Results:
The VIVO Harvester correctly identified only about 65% of the total eligible PubMed references for the years 2001–2011 for the CTSA-affiliated investigators. The identified references produced by VIVO Harvester were precise yet incomplete. The sensitivity rate was 0.65, and the specificity rate was 1.00.Conclusion:
While the references produced by VIVO Harvester could be confirmed in PubMed, the VIVO Harvester retrieved only two-thirds of the required references from PubMed. National Institutes of Health CTSA sites will need to supplement VIVO Harvester–produced references with the expert searching skills of health sciences librarians.Implications:
Health sciences librarians with searching skills need to alert their CTSA sites about these deficiencies and offer their skills to advance their sites'' missions. 相似文献104.
This article considers how developments in technologies have transformed the kind of social interaction possible over the Internet, making it feasible to undertake discourse and dialogue without having to rely solely on text-based mediation. This represents a fundamental change to learning, shifting from passive acquisition of someone else’s ideas to active learning experiences that empower people to inquire, critique, create, collaborate, problem-solve and create understanding. Such technologies are also about the portability of mobile digital devices which now have the potential to allow any-time access for users either through Wi-Fi or mobile broadband providers and for those devices to become personal. The implications for education are enormous and the anticipated change probably ranks alongside the introduction of the printing press in terms of historical importance. This article considers those implications and draws on research recently conducted in schools and other educational settings in the United Kingdom. The authors conclude that the need to allow use of personal digital devices in schools seems inexorable, the further we go into the new millennium. This simple premise is fraught with many difficulties and challenges, however, which suggest that for many students the current situation is ‘Access denied’. 相似文献
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This paper investigates the capabilities of remote rural teachers in Indonesia’s Probolinggo Regency to make meaningful pedagogic connections between students’ homes and their classrooms. The term capabilities is derived from Sen’s to Nussbaum’s capabilities approach, which refers to substantive freedom or opportunities that a person holds to do and to be a certain thing that he or she considers valuable. Informed by the capabilities approach (CA), the study involved classroom observations, teacher interviews and examination of Indonesian curriculum documents (teachers’ syllabi and lesson plans). Making connections between homes and classrooms enables students to critically engage in their learning and makes knowledge more meaningful in terms of solving real-life issues or problems. Teachers need to accommodate ‘local’ knowledge that exists in homes and communities thereby strengthening relationships between communities and schools; something synonymous with social justice aspects of the CA. Data generated for the study indicate that teachers encounter significant impediments in making connections between homes (communities) and classrooms (schools). In addition, while participants demonstrate that they are in part committed to the notions of ‘connections’ and ‘inclusivity’, their classroom practices still need strengthening in their adherence to the general substance of the CA. 相似文献
108.
A Quantitative Analysis of PhD Students' Views of Supervision 总被引:1,自引:1,他引:1
Trevor Heath 《高等教育研究与发展》2002,21(1):41-53
Data on supervision were obtained from questionnaires completed by 355 PhD candidates when they submitted their theses at The University of Queensland. The aim was to provide data that could be used in efforts to enhance the quality of postgraduate supervision. The median age of these candidates was 33, and the 58% who had been full-time throughout took a median of 3.2 years. One third had a single supervisor and the rest one or more associate supervisors. Almost all (85%) expressed satisfaction with the expertise of their supervisor(s). For those who did express dissatisfaction it was not possible to determine the extent to which this reflected problems with the candidate or the supervisor; and if the supervisor, the extent to which it was related to the level of commitment, or to excess workload, or to other factors. Formal meetings were held at least fortnightly with 67% in the early stages, but the frequency decreased in mid-candidature, and increased again towards the end. The frequency also depended on an interaction between gender, discipline area, whether full time or part time candidates, and whether from Australia or overseas. Where meetings were held at least fortnightly, 70-85% expressed satisfaction with a range of aspects of supervision. Supervisors began to require written work from 86% during the first year, and by the time they submitted their thesis, 83% had one or more publications. Most (89%) attended one or more conferences, mainly at national or international level, and had presented one or more papers at conferences. Candidates in the sciences met more frequently with their supervisors, published more papers, and included their supervisor as co-author more often, and also gave more seminars than did those in the humanities and social sciences. 相似文献
109.
Benjamin C. Heddy Robert W. Danielson Gale M. Sinatra Jesse Graham 《Journal of Experimental Education》2017,85(3):513-533
The purpose of this study was to explore whether conceptual change predicted emotional and attitudinal change while learning about genetically modified foods (GMFs). Participants were 322 college students; half read a refutation text designed to shift conceptual knowledge, emotions, and attitudes, while the other half served as a control group. The results suggest that the refutation text effectively facilitated change in conceptual knowledge, emotions, and attitudes. The hypothesized relationship among the variables was explored using structural equation modeling. The analysis showed that when participants experienced knowledge change toward more scientifically accepted conceptions of GMFs, their emotions became more positive and less negative, which predicted a subsequent shift toward more-positive attitudes. The results suggest that change in emotions mediates the relationship between conceptual and attitudinal change. Several theoretical and practical implications are discussed including the impact that these findings may have on science education. 相似文献
110.
This paper reviews university-level efforts to improve understanding of anthropogenic global climate change (AGCC) through curricula that enable student scientific inquiry. We examined 152 refereed publications and proceedings from academic conferences and selected 26 cases of inquiry learning that overcome specific challenges to AGCC teaching. This review identifies both the strengths and weaknesses of each of these case studies. It is the first to go beyond examining the impact of specific inquiry instructional approaches to offer a synthesis of cases. We find that inquiry teaching can succeed by concretising scientific processes, providing access to global data and evidence, imparting critical and higher order thinking about AGCC science/policy and contextualising learning with places and scientific facts. We recommend educational researchers and scientists collaborate to create and refine curricula that utilise geospatial technologies, climate models and communication technologies to bring students into contact with scientists, climate data and authentic AGCC research processes. Many available science education technologies and curricula also require further research to maximise trade-offs between implementation and training costs and their educational value. 相似文献