全文获取类型
收费全文 | 1485篇 |
免费 | 17篇 |
专业分类
教育 | 1108篇 |
科学研究 | 77篇 |
各国文化 | 11篇 |
体育 | 189篇 |
综合类 | 1篇 |
文化理论 | 26篇 |
信息传播 | 90篇 |
出版年
2023年 | 16篇 |
2022年 | 34篇 |
2021年 | 36篇 |
2020年 | 62篇 |
2019年 | 101篇 |
2018年 | 128篇 |
2017年 | 113篇 |
2016年 | 113篇 |
2015年 | 86篇 |
2014年 | 62篇 |
2013年 | 326篇 |
2012年 | 60篇 |
2011年 | 42篇 |
2010年 | 31篇 |
2009年 | 26篇 |
2008年 | 22篇 |
2007年 | 24篇 |
2006年 | 19篇 |
2005年 | 19篇 |
2004年 | 16篇 |
2003年 | 21篇 |
2002年 | 10篇 |
2001年 | 14篇 |
2000年 | 8篇 |
1999年 | 3篇 |
1998年 | 6篇 |
1997年 | 3篇 |
1996年 | 10篇 |
1995年 | 10篇 |
1994年 | 8篇 |
1993年 | 7篇 |
1992年 | 2篇 |
1991年 | 3篇 |
1990年 | 4篇 |
1989年 | 8篇 |
1987年 | 2篇 |
1986年 | 3篇 |
1985年 | 4篇 |
1981年 | 6篇 |
1980年 | 4篇 |
1979年 | 5篇 |
1978年 | 2篇 |
1977年 | 3篇 |
1976年 | 6篇 |
1974年 | 2篇 |
1970年 | 2篇 |
1960年 | 1篇 |
1959年 | 1篇 |
1956年 | 1篇 |
1948年 | 1篇 |
排序方式: 共有1502条查询结果,搜索用时 31 毫秒
91.
Pär Isling Poromaa 《British Journal of Sociology of Education》2017,38(3):384-402
This article examines the objective possibilities of Swedish schools to offer an equal and functional pedagogical practice for students’ acquisition of knowledge and skills. The data consist of policy documents, observations, and interviews with students, teachers, and head teachers in three educational settings distinguished by different social demographics. The focus allows for a comparative understanding of how tangible objects generate formations of schools as a relational phenomenon depending on geographic location and social background of students. The article indicates that the impact of materiality lies in its preceding power. It shapes the condition of institutions visualised in architecture, buildings, and the quality of and design of facilities and artefacts. From this material root emanates schools’ values, appeal, social status, and pedagogical organisations – school effects – that empower or weaken the school’s attraction and self-confidence. Different materialities influence each school’s institutional habitus, producing school effects with unequal educational outcomes. 相似文献
92.
The aim of the present study was to model student trajectories of behavioral, affective, and cognitive engagement from Grade 3 to Grade 6. The authors also examined whether teachers perceptions could predict student trajectory membership. The authors collected data from a sample of 831 students and 152 teachers. Using multiple-process growth mixture modeling, they identified 5 distinct trajectories of student engagement. Although a large majority of children presented a stable and high level of engagement on the three dimensions over time, more than one third of them showed a lower or changing level of engagement as the years progressed. These students were more likely to be boys and to be perceived by teachers as being less engaged. They also present more learning or behavioral problems and share less positive relationships with teachers. The results support the need to consider group-based differences when designing and adapting prevention and intervention strategies to favor student engagement. 相似文献
93.
While there are various approaches to gerontological and geriatrics (and social sciences) education globally, a component commonly included in undergraduate education is a final thesis project. In Turkey, the Department of Gerontology at Akdeniz University has undertaken a unique approach to thesis development that values and draws on accessing the greater expertise and knowledge of faculty and students through joint collaborations. We offer an overview of the eleven stages of a collective thesis development approach as an alternative to the conventional way of conducting oversight of undergraduate thesis projects. With four years of experience, observed benefits of a collective thesis development approach for students include the opportunity to draw on the comradery, insights, and experience of a plurality of educators and aspiring students while developing, executing, and documenting a thesis project. Benefits to advisors/educators include profiting from the strengths in other advisors and wider exposure to current research, findings, and methodological approaches. So while there may be multifold variations in curriculum content and educational approaches, it is of great importance that educators create “spaces” that give value to and foster the pursuit of collective wisdom through joint collaborations. (188 words) 相似文献
94.
Andrea Conchado Peiró Khaled M. Gharaibeh Hazem Kaylani 《European Journal of Engineering Education》2017,42(5):547-560
The objective of this study is to identify the competencies required to achieve success in the transition from higher education to the labour market based on the perceptions of employers. This paper analyses the assessments made by a group of engineering company employers. An item-battery of 20 competencies was grouped into 3 dimensions by using factor analysis. Subsequently, respondents’ scores were also clustered into three groups and characterised through contingency tables. The competencies demanded by employers were grouped into business and finance, problem-solving and strategic planning. Significant differences were found between responses from employers working in medium and small companies, who placed more importance on competencies related to problem-solving and strategic planning, and employers in big companies, who were more concerned about the difficulties of finding well-trained graduates. The findings from this paper have important implications for research in the areas of higher education and organisations that usually employ graduate engineers. 相似文献
95.
The aim of this article is to analyse whether having experience of formative assessment during their initial teacher education courses (ITE) influences graduates’ subsequent practice as teachers. That is, if the assessment methods that university students are subject to during their learning process are then actually employed by them during their professional practice as schoolteachers. To address this issue, questionnaires were issued and focus groups were held with a sample of ITE graduates. The main results of the study are that: (1) formative and shared assessment (FSA) is not used a great deal during ITE, but is highly valued; (2) some graduates have implemented FSA in their practice as teachers, following their experience on their ITE course; and (3) significant variables are found regarding the implementation of FSA in schools (possible resistance from colleagues and/or pupils’ parents, etc.). 相似文献
96.
Filomena Critelli Laura Lewis Adalberto Méndez-López 《Journal of Teaching in Social Work》2017,37(2):121-137
This article examines an innovative model of online international education regarding disability through a human rights perspective piloted through a collaboration between Universidad LaSalle, Mexico, and University at Buffalo, United States. The course is organized around a pressing global human rights and development issue. Its objective is to promote effective practice with persons with disabilities through cross-national, cross-disciplinary, human-rights based education; strengthen students’ sense of global engagement; and foster cross-cultural expertise and competence with diversity. The implications for effective professional education in law and social work are discussed. The article also examines pedagogical strategies and presents case study materials, identifies key disability rights themes common to both nations and cultures, and explores how distance learning technology is implemented in the course. A preliminary assessment of this newly piloted approach is also presented, based on data from students, as well as the implications for teaching and practice. 相似文献
97.
Sylvie Barma Thérèse Laferrière Bruno Lemieux Julie Massé-Morneau Marie-Caroline Vincent 《Journal of Education & Work》2017,30(6):669-687
This formative intervention documents the emergence of a hybrid activity aiming at student engagement and academic achievement. In this context-bound study, early stages of this activity consisted in establishing PénArt meant to enable high school students with difficulties to start up their own business at school. It involved reaching agreements between a high school and a youth centre so that high school students engage in the production and selling of their branded t-shirt. At the frontiers of their respective activity system, students, youth workers, special education teachers and members of the school board took actions to cross boundaries and redefine their interrelations. Cultural historical activity theory was fruitful to document the development of a new object-oriented activity. Tensions and contradictions revelaled to be the key moments in the emergence of the hybrid activity. Expansive learning led us to understand that, in a conflicting situation, a collective’s agentive actions create an expansive form of learning and leads to a successful entrepreneurship experience. Change laboratory capacity to foster change for cooperative education in Quebec was successful. The students enrolled in a regional entrepreneurship contest and won it. That was a significant event for students with low self-esteem linked with their performance at school. 相似文献
98.
Donna Cross Helen Monks Marg Hall Thérèse Shaw Yolanda Pintabona Erin Erceg Greg Hamilton Clare Roberts Stacey Waters Leanne Lester 《British Educational Research Journal》2011,37(1):105-129
A group randomized controlled trial tested the efficacy of the Friendly Schools program to reduce student bullying behaviour. This socio‐ecological intervention targeted the whole school, classroom, family, and individual students to reduce bullying behaviour. Self‐report data were collected in 29 schools over three years from a cohort of 1968 eight to nine‐year‐olds. Surveys measured frequency of being bullied, bullying others, telling if bullied and observing bullying. Results indicate that intervention students were significantly less likely to observe bullying at 12, 24 and 36 months and be bullied after 12 and 36 months, and significantly more likely to tell if bullied after 12 months than comparison students. No differences were found for self‐reported perpetration of bullying. The findings suggest whole‐of‐school programs that engage students in their different social contexts appear to reduce their experiences of being bullied and increase their likelihood of telling someone if they are bullied. 相似文献
99.
100.
Gunnlaugsson G Kristjánsson AL Einarsdóttir J Sigfúsdóttir ID 《Child abuse & neglect》2011,35(5):372-381