全文获取类型
收费全文 | 338篇 |
免费 | 5篇 |
专业分类
教育 | 288篇 |
科学研究 | 11篇 |
各国文化 | 3篇 |
体育 | 6篇 |
文化理论 | 8篇 |
信息传播 | 27篇 |
出版年
2022年 | 3篇 |
2021年 | 1篇 |
2020年 | 6篇 |
2019年 | 11篇 |
2018年 | 14篇 |
2017年 | 11篇 |
2016年 | 12篇 |
2015年 | 6篇 |
2014年 | 13篇 |
2013年 | 61篇 |
2012年 | 6篇 |
2011年 | 6篇 |
2010年 | 12篇 |
2009年 | 3篇 |
2008年 | 5篇 |
2007年 | 8篇 |
2006年 | 9篇 |
2005年 | 9篇 |
2004年 | 9篇 |
2003年 | 9篇 |
2002年 | 9篇 |
2001年 | 7篇 |
2000年 | 7篇 |
1999年 | 12篇 |
1998年 | 4篇 |
1997年 | 8篇 |
1996年 | 9篇 |
1995年 | 7篇 |
1994年 | 7篇 |
1993年 | 6篇 |
1992年 | 7篇 |
1991年 | 4篇 |
1990年 | 5篇 |
1989年 | 5篇 |
1988年 | 1篇 |
1987年 | 6篇 |
1985年 | 6篇 |
1984年 | 2篇 |
1983年 | 3篇 |
1982年 | 4篇 |
1981年 | 2篇 |
1980年 | 1篇 |
1979年 | 3篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1974年 | 1篇 |
1972年 | 1篇 |
排序方式: 共有343条查询结果,搜索用时 31 毫秒
41.
Sheila Riddell Elisabet Weedon 《Discourse: Studies in the Cultural Politics of Education》2016,37(4):496-512
ABSTRACTThis paper focuses on Scottish policy on additional support needs and its material outcomes. The central question addressed is the extent to which the Scottish additional support needs system undermines or reinforces existing social and economic inequalities. Administrative data highlight the inflation of the additional support needs category, particularly in relation to non-normative sub-categories such as social, emotional and behavioural difficulties which are strongly associated with social deprivation. Strategies in navigating the additional support needs system by families from different social class backgrounds are illustrated through short vignettes. The paper concludes with a discussion of the way in which sociological theory may help us to understand recent developments in Scottish additional support needs policy and practice. It is argued that the expansion of the umbrella category of additional support needs has been accompanied by an intensification of its association with social class, particularly in relation to categories which carry high levels of social stigma. 相似文献
42.
Managerialism and equalities: tensions within widening access policy and practice for disabled students in UK universities 总被引:1,自引:0,他引:1
Sheila Riddell Elisabet Weedon Mary Fuller Mick Healey Alan Hurst Katie Kelly Linda Piggott 《Higher Education》2007,54(4):615-628
This paper draws on a four-year longitudinal ESRC funded project examining learning experiences of disabled students in higher
education in four universities. The focus here is on institutional responses to the demands of audit culture and legislation
in relation to making reasonable adjustments for students with impairments. The data comes from institutional documents and
face-to-face interviews with key informants within the institutions. The findings indicate that quality assurance regimes
and legislation have had some positive effect on improving access for disabled students; however, local factors and type of
institution also have a major impact on the way that national policies are expressed in particular contexts. 相似文献
43.
ABSTRACTThe Education (Additional Support for Learning) (Scotland) Act 2004 boosted the rights of parents of children with additional support needs (ASN) by improving access to information, instituting a Code of Practice and establishing new redress mechanisms such as the ASN Tribunal and independent mediation. More than a decade later, Scottish legislation enacted in 2016 and implemented in 2018 attempted to increase children’s rights, broadly placing them on a par with those of parents and young people. This paper draws on data from an ESRC project entitled Autonomy, Rights and Children with Special Needs: A New Paradigm? (ES/P002641/1). Analysis of Scottish Government policy and legislation, key informant interviews and official statistics are used to examine the extent to which the new rights are likely to be realised in practice, given the complexity of the legislation and competition between discourses of needs, broadly synonymous with the wellbeing agenda and rights. The paper concludes with a discussion of the lessons which may be learnt from the Scottish experience, which will be of interest to an international audience. 相似文献
44.
Judith Hodgson Sheila Mattison Ellie Phillips Gloria Pollack 《Educational Psychology in Practice》2001,17(3):263-272
This paper describes a study undertaken with a group of parents whose children had been referred to the Knowsley Child Guidance Service. A qualitative methodology was used to analyse in-depth interviews with parents. The results led to practical recommendations for the improvement of service delivery. These recommendations had implications for schools and other services involved with parents/carers and children. The survey also provided a base from which to develop a questionnaire for the continuing evaluation of good practice within the child guidance service. 相似文献
45.
46.
Sheila Mansell Dick Sobsey Lorraine Wilgosh Andre Zawallich 《International journal for the advancement of counseling》1996,19(3):293-302
Research has indicated that sexual abuse of individuals with disabilities is frequently repeated and chronic, and often results in significant harm to the victim. Furthermore, while abusers are most often family members or acquaintances, many offenses are committed by paid service providers and occur in disability service settings. Findings indicate that victims with disabilities often experience difficulty in obtaining treatment services that are accessible and appropriately adapted to their needs. Based on the necessity of appropriate treatment, considerations and strategies are discussed for therapy adaptations to meet the special needs of sexually abused young people with developmental disabilities. 相似文献
47.
R. Nalini C. R. Wilma Delphine Silvia Purnima M. Makhija Sheila Uthappa 《Indian journal of clinical biochemistry : IJCB》2005,20(1):165-168
Prognostic factors influence the modality and course of therapy in breast cancer. These include both histopathological and
biochemical variables. This study was aimed to find out if any correlation exists between the biochemical tumor marker-serum
CA 15.3, and the lymph node staging of Nottingham’s Prognostic Index (NPI). It was observed that serum CA 15.3 showed a statistically
significant correlation with lymph node staging of NPI. Therefore it is concluded that CA 15.3 can be utilized as a useful
prognostic marker, particularly in cases where histopathological variables such as tumor size and grade have been altered
by pre-operative chemotherapy. 相似文献
48.
Raphael Jacqueline Tobias Sheila Greenberg Richard 《Journal of Science Teacher Education》1999,10(2):147-158
Journal of Science Teacher Education - 相似文献
49.
Meg Maguire Stephen J. Ball Sheila Macrae 《British Journal of Sociology of Education》1999,20(3):291-308
Post-16 providers in the UK now offer a wide range of courses and training in order to respond to the expanded, diversified and 'non-traditional' post-16 market. School leavers are invited to 'choose' from a range of courses and pathways which are being provided in a variety of post-16 educational institutions. These providing institutions are in competition with one another and 'need' the students as their funds are contingent upon successful recruitment (and retention). As a result, many post-16 providers are turning to aspects of marketing in order to publicise their courses and maintain or increase their share of the market. This paper examines two major tactics in the promotion and marketing of post-16 provision-brochures and open days-in relation to issues such as access, targeting, response to 'difference' in the client group/market segment and 'professionalism' of approach. The paper argues that market tactics do semiotic 'work' as class-taste markers. 相似文献
50.
This article tests the hypothesis that self-development plays a role in the offset of childhood amnesia; assessing the importance of both the capacity to anchor a memory to the self-concept, and the strength of the self-concept as an anchor. This research demonstrates for the first time that the volume of 3- to 6-year old's specific autobiographical memories is predicted by both the volume of their self-knowledge, and their capacity for self-source monitoring within self-referencing paradigms (N = 186). Moreover, there is a bidirectional relation between self and memory, such that autobiographical memory mediates the link between self-source monitoring and self-knowledge. These predictive relations suggest that the self-memory system is active in early childhood. 相似文献