全文获取类型
收费全文 | 1233篇 |
免费 | 22篇 |
国内免费 | 1篇 |
专业分类
教育 | 1040篇 |
科学研究 | 29篇 |
各国文化 | 15篇 |
体育 | 38篇 |
文化理论 | 17篇 |
信息传播 | 117篇 |
出版年
2022年 | 8篇 |
2021年 | 11篇 |
2020年 | 29篇 |
2019年 | 39篇 |
2018年 | 37篇 |
2017年 | 34篇 |
2016年 | 39篇 |
2015年 | 22篇 |
2014年 | 25篇 |
2013年 | 314篇 |
2012年 | 27篇 |
2011年 | 32篇 |
2010年 | 31篇 |
2009年 | 38篇 |
2008年 | 46篇 |
2007年 | 23篇 |
2006年 | 27篇 |
2005年 | 32篇 |
2004年 | 30篇 |
2003年 | 21篇 |
2002年 | 17篇 |
2001年 | 22篇 |
2000年 | 30篇 |
1999年 | 12篇 |
1998年 | 8篇 |
1997年 | 26篇 |
1996年 | 27篇 |
1995年 | 16篇 |
1994年 | 12篇 |
1993年 | 15篇 |
1992年 | 6篇 |
1991年 | 10篇 |
1990年 | 13篇 |
1989年 | 13篇 |
1988年 | 11篇 |
1987年 | 6篇 |
1986年 | 13篇 |
1985年 | 16篇 |
1984年 | 10篇 |
1983年 | 14篇 |
1982年 | 8篇 |
1981年 | 8篇 |
1980年 | 11篇 |
1979年 | 7篇 |
1978年 | 5篇 |
1977年 | 4篇 |
1976年 | 8篇 |
1972年 | 3篇 |
1971年 | 3篇 |
1903年 | 3篇 |
排序方式: 共有1256条查询结果,搜索用时 31 毫秒
71.
Helen Fisher 《Gender and education》2017,29(7):907-925
This article explores the perspectives of 10 White British girls eligible for Free School Meals as they transfer from English primary to secondary schools. Having identified the discourses relevant to the girls at transition – good girl, girl power, hyper-femininity, authenticity, ‘challenges at home’, ‘friends as family’ and standards – the article uses Foucault to theorise these examples, reflecting on the complexity of associated power, resistance and resilience. The article continues by drawing on the multiplicity of resistance to these discourses to identify the girls’ developing intrinsic strengths, and argues that these should be used both a starting point and a structure for supporting them through discourse negotiation at secondary transition and beyond. 相似文献
72.
73.
74.
In this paper we explore newly qualified New Zealand secondary teachers’ varied accounts of induction. We claim that multiple interpretations of objectives for induction programs are a significant source of this variation. With reference to an activity system framework, we identify four primary objects of induction that were represented in the induction accounts as follows: ‘orientation to learning about the context’, ‘fitting into the school’, ‘completing registration requirements’, and ‘becoming a professional inquirer’. Whilst teachers would be expected to experience all of these objects within their induction experiences, the balance and emphases of these objects within programs varied considerably. 相似文献
75.
Ron Fisher Jillian Cavanagh Angela Bowles 《Assessment & Evaluation in Higher Education》2011,36(2):225-237
This study explores the effectiveness of an intervention involving formative assessment in a first‐year core business subject. Students were invited to receive feedback on a draft of their first written assessment during the early weeks of the semester. Consideration is given to the economic and ethical issues raised by the intervention. A multi‐method approach of qualitative and quantitative data collection and analysis is used. The research finds that the intervention facilitates significantly higher marks in assessments and grades, while assisting student learning overall. Findings are reinforced by comparison with a subject where the intervention was not offered. 相似文献
76.
Pamela Fisher 《Educational studies》2011,37(1):49-58
A range of initiatives to promote well‐being and empowerment have been introduced into English schools. These ostensibly support the citizenship curriculum that seeks to foster a more active and engaged populace. Whilst children are being encouraged to view their own well‐being as a personal project (and as a badge of successful citizenship), this process is being undermined by an informal curriculum of citizenship, embedded within the culture of performativity, that is promoting a climate of misrecognition within schools. This form of “symbolic violence” (that affects working‐class families disproportionately) is encroaching into the private sphere, traditionally a potential refuge providing opportunities for the development of forms of well‐being that were not dependent on institutional endorsement. It is suggested that some of the counter‐hegemonic values developed in the face of marginalisation might usefully inform issues of citizenship and well‐being in schools in ways that would encourage genuinely empowered forms of citizenship. 相似文献
77.
78.
79.
80.