全文获取类型
收费全文 | 2997篇 |
免费 | 67篇 |
国内免费 | 1篇 |
专业分类
教育 | 2450篇 |
科学研究 | 70篇 |
各国文化 | 31篇 |
体育 | 151篇 |
综合类 | 2篇 |
文化理论 | 24篇 |
信息传播 | 337篇 |
出版年
2023年 | 7篇 |
2022年 | 24篇 |
2021年 | 43篇 |
2020年 | 64篇 |
2019年 | 104篇 |
2018年 | 155篇 |
2017年 | 147篇 |
2016年 | 143篇 |
2015年 | 73篇 |
2014年 | 91篇 |
2013年 | 653篇 |
2012年 | 87篇 |
2011年 | 107篇 |
2010年 | 95篇 |
2009年 | 104篇 |
2008年 | 103篇 |
2007年 | 100篇 |
2006年 | 74篇 |
2005年 | 73篇 |
2004年 | 75篇 |
2003年 | 55篇 |
2002年 | 49篇 |
2001年 | 39篇 |
2000年 | 35篇 |
1999年 | 26篇 |
1998年 | 37篇 |
1997年 | 41篇 |
1996年 | 31篇 |
1995年 | 44篇 |
1994年 | 27篇 |
1993年 | 46篇 |
1992年 | 37篇 |
1991年 | 19篇 |
1990年 | 27篇 |
1989年 | 29篇 |
1988年 | 22篇 |
1987年 | 15篇 |
1986年 | 12篇 |
1985年 | 12篇 |
1984年 | 15篇 |
1983年 | 7篇 |
1982年 | 8篇 |
1981年 | 11篇 |
1980年 | 9篇 |
1979年 | 18篇 |
1977年 | 9篇 |
1976年 | 9篇 |
1975年 | 6篇 |
1974年 | 7篇 |
1973年 | 8篇 |
排序方式: 共有3065条查询结果,搜索用时 15 毫秒
31.
Laura Anne Winter Erica Burman Terry Hanley Afroditi Kalambouka Lauren Mccoy 《British Journal of Educational Studies》2016,64(4):467-483
There are established links between education and well-being, and between poverty and education. This article draws on interviews with parents of school-aged children impacted by a policy in the UK commonly referred to as the ‘bedroom tax’. A critical psychology perspective to education is put forward, acknowledging the complex interrelationships between psychological well-being, sociopolitical factors and education. 相似文献
32.
This paper presents a comparative research study as a model for assessing undergraduate education. This evaluation model used
Factor Analysis to create scales, tested the reliability of these scales, and used Analysis of Variance to compare the primary
institution with five types of comparable institutions. The value of this statistical/methodological evaluation model was
shown. Results are based on Class of l998survey responses from 244 graduating seniors at the primary institution and 1481
students at 39peer institutions. Comparative analyses identified business courses, faculty, career preparation and impact
on students’ technological skill as strengths and students’ knowledge of arts and foreign languages and campus social life
as areas for improvement at the primary institution. Recommendations advocated publicising students’ superior satisfaction
with courses, faculty and career preparation; using these results as baseline data for future curriculum evaluation; and continuing
efforts to enhance campus social life.
This revised version was published online in June 2006 with corrections to the Cover Date. 相似文献
33.
Puolakanaho A Ahonen T Aro M Eklund K Leppänen PH Poikkeus AM Tolvanen A Torppa M Lyytinen H 《Journal of learning disabilities》2008,41(4):353-370
The authors examined second grade reading accuracy and fluency and their associations via letter knowledge to phonological and language predictors assessed at 3.5, 4.5, and 5.5 years in children in the Jyv?skyl? Longitudinal Study of Dyslexia. Structural equation modeling showed that a developmentally highly stable factor (early phonological and language processing [EPLP]) behind key dyslexia predictors (i.e., phonological awareness, short-term memory, rapid naming, vocabulary, and pseudoword repetition) could already be identified at 3.5 years. EPLP was significantly associated with reading and spelling accuracy and by age with letter knowledge. However, EPLP had only a minor link with reading fluency, which was additionally explained by early letter knowledge. The results show that reading accuracy is well predicted by early phonological and language skills. Variation in fluent reading skills is not well explained by early skills, suggesting factors other than phonological core skills. Future research is suggested to explore the factors behind the development of fast and accurate decoding skills. 相似文献
34.
This paper follows on from the authors’ previous research into minimal Black teacher representation in Liverpool schools [Boyle, B., and M. Charles. 2010. “Tightening the Shackles: The Continued Invisibility of Liverpool's British African Caribbean Teachers.” Journal of Black Studies 42 (3): 427–435]. It is based on a re-examination of their findings of Liverpool's Black teachers’ historic institutionalised invisibility [Swann Report. 1985. Education for All. Report of the Committee of the Enquiry into the Education of Children from Ethnic Minority Groups. London: Her Majesty's Stationery Office.] and an interrogation of the situation as revealed by the 2015 data. The article uses as its evidence base, questionnaire responses and data from a sample of interviews with the current 18 Black teachers. Despite the voices of Black teachers being marginalised and even less likely to be heard, it is vital that the pedagogies of Black teachers contribute to a ‘dismantling of binaries and hierarchies that privilege Eurocentric paradigms of teaching’ [Escayg, K. 2010. “Diverse Classrooms, Diverse Teachers: Representing Cultural Diversity in the Teaching Profession and Implications for Pre-Service Admissions.” Canadian Journal for new Scholars in Education 3 (2): 1–8, 4]. 相似文献
35.
Olson Joanne K. Cox-Petersen Anne M. McComas William F. 《Journal of Science Teacher Education》2001,12(3):155-173
Journal of Science Teacher Education - 相似文献
36.
Jon Nichol & Kate Watson 《British journal of educational technology : journal of the Council for Educational Technology》2000,31(2):135-144
Telematics has the potential to transform Higher Education through creating a distributed community of tutors and students. Videotutoring is central to telematics, enabling personal tutoring to occur at a distance. Within the context of a post-graduate teacher training course, videotutoring was used to tutor two students during the first six weeks of their first full-time school placement. Both ends of the videosignal were recorded. Analysis of the tapes used a protocol based upon research into non-verbal communication (NVC). NVC is as important as verbal communication in the tutorial process. Findings suggest that the interaction of participants mediated through the screen was significantly different from face-to-face communication in relation to the two-dimensional image of the screen and the "viewing frame" effect of the physical boundaries of the image. The viewing frame literally served as the proscenium arch of a theatre. Two-dimensionality and the viewing frame effect emphasised both the positive and negative elements in inter-personal communication as represented in Argyle's social skills and Goffman's theatrical models. The conclusion is that videotutoring can potentially be a more effective form of tutoring than face-to-face interaction. 相似文献
37.
38.
What makes marking reliable? Experiments with UK examinations 总被引:2,自引:0,他引:2
39.
40.