全文获取类型
收费全文 | 2356篇 |
免费 | 56篇 |
专业分类
教育 | 1911篇 |
科学研究 | 44篇 |
各国文化 | 40篇 |
体育 | 114篇 |
综合类 | 2篇 |
文化理论 | 10篇 |
信息传播 | 291篇 |
出版年
2023年 | 12篇 |
2022年 | 10篇 |
2021年 | 30篇 |
2020年 | 36篇 |
2019年 | 74篇 |
2018年 | 93篇 |
2017年 | 109篇 |
2016年 | 79篇 |
2015年 | 52篇 |
2014年 | 72篇 |
2013年 | 597篇 |
2012年 | 65篇 |
2011年 | 65篇 |
2010年 | 67篇 |
2009年 | 65篇 |
2008年 | 66篇 |
2007年 | 54篇 |
2006年 | 52篇 |
2005年 | 70篇 |
2004年 | 60篇 |
2003年 | 42篇 |
2002年 | 43篇 |
2001年 | 38篇 |
2000年 | 35篇 |
1999年 | 27篇 |
1998年 | 26篇 |
1997年 | 38篇 |
1996年 | 32篇 |
1995年 | 32篇 |
1994年 | 27篇 |
1993年 | 27篇 |
1992年 | 18篇 |
1991年 | 29篇 |
1990年 | 23篇 |
1989年 | 15篇 |
1988年 | 19篇 |
1987年 | 7篇 |
1986年 | 17篇 |
1985年 | 13篇 |
1984年 | 26篇 |
1983年 | 15篇 |
1982年 | 21篇 |
1981年 | 12篇 |
1980年 | 16篇 |
1979年 | 15篇 |
1978年 | 7篇 |
1977年 | 11篇 |
1976年 | 10篇 |
1975年 | 7篇 |
1974年 | 14篇 |
排序方式: 共有2412条查询结果,搜索用时 15 毫秒
11.
12.
Expanding opportunities to learn to support inclusive education through drama‐enhanced literacy practices 下载免费PDF全文
Sultan Kilinc Kathleen Farrand Kathryn Chapman Michael Kelley Jenny Millinger Korbi Adams 《British Journal of Special Education》2017,44(4):431-447
This study examines how the Early Years Educators at Play (EYEPlay) professional development (PD) programme supported inclusive learning settings for all children, including English language learners and students with disabilities. The EYEPlay PD model is a year‐long programme that integrates drama strategies into literacy practices within real‐classroom contexts. Inclusive education refers to ensuring equal opportunities to access and participation in learning activities for all students. Cultural‐historical activity theory was used to understand and unpack the drama practices. Twelve semi‐structured focus group interviews were conducted with 19 preschool teachers. The data were analysed via constant‐comparative and interpretive methods. The study findings showed that EYEPlay PD practices enhanced inclusive learning settings for diverse groups of students by increasing access and expanding opportunities to learn, and supporting a positive learning environment. 相似文献
13.
14.
15.
16.
Ann G. Elgar 《International Journal of Science Education》2013,35(7):875-894
This paper is concerned with issues affecting equity in science education for girls and boys. In the paper the results of an investigation into the recently published (1998–2000) series of textbooks entitled Lower Secondary Science for Brunei Darussalam are presented. In the first part of the paper, background issues of continuing gender inequality in science education and of the nature and scope of textbook analyses are outlined. Then the representation of males and females in both illustrations and text in the Bruneian textbooks is discussed. From this analysis a picture emerges of the extent to which science is portrayed as a pursuit of equal appropriateness for both boys and girls. The paper concludes with a consideration of the implications of the findings presented within the wider context of gender and education in Brunei. 相似文献
17.
An implicit assumption that fostering inclusion means having shared systems encompassing the needs of all children is evident in many aspects of policy development over the past decade. Reflecting this, the implementation of ‘baseline assessment’ schemes (i.e. testing at around age 5 years) is a statutory requirement on all state-maintained special and mainstream schools in England since 1998. Our argument is that the enthusiasm for commonality has obscured the need to question the value and validity of baseline assessment schemes for children with special educational needs (and possibly some others such as children having English as an additional language). We illustrate this position with reference to data from our recent study on baseline assessment in England. The study encompassed survey data from a national sample of 982 schools, of which 107 were special schools. Between them, these special schools used 42 different baseline assessment schemes. Comparisons between our mainstream and special school respondents indicated that there were similarities in the nature and perceived value of the schemes used. However, special schools were less satisfied with their schemes. We suggest that a reappraisal of the nature and purpose of baseline assessment for pupils with special educational needs warrants greater critical debate. Without this, there is a danger that a stress on commonality, veiling an inclusion orthodoxy, will ultimately be counterproductive. 相似文献
18.
19.
Brian Klebig Joanna Goldonowicz Elisa Mendes Ann Neville Miller James Katt 《Communication Research Reports》2016,33(2):152-158
This study investigated the combined role of instructor communication variables (nonverbal immediacy and self-disclosure), instructor credibility (competence, caring, and trustworthiness), and student personality traits (extraversion, neuroticism, agreeableness, conscientiousness, and openness) in predicting students’ uncivil behaviors in class. A total of 406 students completed online questionnaires regarding the instructor of the class they attended prior to the one in which the study was administered. Personality and instructor behavior variables contributed approximately equally to explaining variance in student incivility. Students’ conscientiousness and agreeableness had direct negative relationships with incivility, whereas instructors’ amount and negativity of self-disclosure had direct positive relationships with incivility. 相似文献
20.
Ann Hassenpflug 《Clearing house (Menasha, Wis.)》2016,89(1):23-27
Analysis of two recent federal court cases in which principals violated student speech rights offers guidance to middle school administrators as they attempt to address student expression. Characteristics of a successful school from the Association for Middle Level Education provide a framework for analyzing these cases in order to prevent potential violations of First Amendment speech rights of students. 相似文献