全文获取类型
收费全文 | 492篇 |
免费 | 17篇 |
专业分类
教育 | 404篇 |
科学研究 | 20篇 |
各国文化 | 4篇 |
体育 | 46篇 |
文化理论 | 3篇 |
信息传播 | 32篇 |
出版年
2022年 | 2篇 |
2021年 | 7篇 |
2020年 | 9篇 |
2019年 | 14篇 |
2018年 | 30篇 |
2017年 | 27篇 |
2016年 | 33篇 |
2015年 | 15篇 |
2014年 | 12篇 |
2013年 | 98篇 |
2012年 | 20篇 |
2011年 | 11篇 |
2010年 | 16篇 |
2009年 | 13篇 |
2008年 | 7篇 |
2007年 | 14篇 |
2006年 | 12篇 |
2005年 | 6篇 |
2004年 | 15篇 |
2003年 | 6篇 |
2002年 | 9篇 |
2001年 | 4篇 |
2000年 | 6篇 |
1999年 | 3篇 |
1998年 | 3篇 |
1997年 | 6篇 |
1996年 | 4篇 |
1995年 | 9篇 |
1994年 | 7篇 |
1993年 | 8篇 |
1992年 | 4篇 |
1991年 | 4篇 |
1990年 | 7篇 |
1989年 | 7篇 |
1988年 | 10篇 |
1987年 | 3篇 |
1986年 | 4篇 |
1984年 | 2篇 |
1983年 | 4篇 |
1982年 | 2篇 |
1981年 | 4篇 |
1980年 | 4篇 |
1979年 | 4篇 |
1978年 | 5篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1974年 | 2篇 |
1972年 | 2篇 |
1956年 | 2篇 |
1892年 | 1篇 |
排序方式: 共有509条查询结果,搜索用时 15 毫秒
51.
Kai M. Green 《International journal of qualitative studies in education》2017,30(3):320-321
AbstractIn this afterword, Kai M. Green asks us to think about the stakes of trans* visibility in the academy and beyond. 相似文献
52.
Yasuhiro Kotera Vicky Cockerill Pauline Green Lucy Hutchinson Paula Shaw Nicholas Bowskill 《Distance Education》2019,40(2):170-186
Online learning is crucial to success for higher education institutions. Whilst the existing literature predominantly focused on its economic advantages, we focused on its inclusivity. At an online learning unit of a UK university, the number of students with disabilities (SWD) is three times higher than the national average. Having a degree makes significant financial and psychological differences in the lives of SWD. Though recent literature focused on inclusivity of online learning, an appraisal of first-hand experience of SWD studying online is a missing perspective. Accordingly, we aimed to explore their experience, using thematic analysis of semi-structured interviews involving ten SWD. Three themes emerged: (1) having control over studies as an advantage of online learning, (2) personal touch helps SWD’s online learning, and (3) challenges SWD experience with the social element of online learning. Our findings will help to develop the inclusivity of online learning to a new level. 相似文献
53.
Jennifer H. Green Rebecca E. Passarelli Mills K. Smith‐Millman Keshia Wagers Anne E. Kalomiris Madeline N. Scott 《Psychology in the schools》2019,56(1):109-125
Clinicians and training programs strive to implement evidence‐based practices and manualized treatments with fidelity. However, the constraints of a local setting may limit the extent to which this is possible. In the current study, an adapted model of an evidence‐based social–emotional learning small group curriculum, the Incredible Years Children’s Small Group Training Series (Webster‐Stratton, 2004), was implemented and evaluated in an elementary school setting. Results of the study demonstrated statistically significant decreases in problem behaviors and intensity of problem behaviors, as rated by teachers. Teachers also reported improvement in classroom behavior, emotion regulation, problem‐solving, and friendship skills, as well as a high overall level of satisfaction with the intervention itself. Discussion of the results includes a review of the strengths and limitations associated with outcome research in a naturalistic setting, suggestions to consider when adapting evidence‐based programs, and recommendations for future research. 相似文献
54.
Hooper Stephen R. Costa Lara-Jeane C. Green Melissa B. Catlett Stephanie R. Barker Alexandra Fernandez Edmund Faldowski Richard A. 《Reading and writing》2020,33(4):963-989
Reading and Writing - The purpose of this study was to investigate the concurrent relationships between selected teacher-rated executive function (EF) and a comprehensive array of emergent literacy... 相似文献
55.
This paper applies the mathematical technique of Data Envelopment Analysis to the problem of appraisal in Higher Education. The technique can be understood as an idealised self and peer appraisal: evaluating others in the same way that we would optimally evaluate ourselves relative to those others. The technique is applied to examples of student and staff appraisal. Although the main focus of this article is on the technique itself (its rationale, the prerequisites for use, and the insights that it yields), we also discuss the wider implications of having and using such a technique to assist appraisal. 相似文献
56.
57.
Morgan Harris Green 《海外英语》2009,(6):1-1
58.
Andrew Green 《Changing English: An International Journal of English Teaching》2010,17(2):215-227
This paper presents and analyses data gathered from a survey of teachers in a range of secondary school English departments. It seeks to establish the ways in which teachers perceive their subject knowledge Continuing Professional Development (CPD) needs and the ways in which they would like to engage with Higher Education (HE) English as part of their CPD. It also explores teachers’ reasons for wishing to undertake such study, and the ways in which they believe such studies could contribute to their development. Finally, it goes on to consider some of the constraints on CPD and the possible implications of this for Higher Education Institutions. The interface between schools and HE has, historically, been limited. However, engagement in CPD is one of the most significant ways in which dialogue between secondary and HE teachers of English can be fruitfully established. 相似文献
59.
60.