全文获取类型
收费全文 | 170篇 |
免费 | 7篇 |
专业分类
教育 | 133篇 |
科学研究 | 8篇 |
各国文化 | 3篇 |
体育 | 11篇 |
综合类 | 1篇 |
文化理论 | 3篇 |
信息传播 | 18篇 |
出版年
2023年 | 3篇 |
2022年 | 5篇 |
2021年 | 1篇 |
2020年 | 5篇 |
2019年 | 13篇 |
2018年 | 16篇 |
2017年 | 10篇 |
2016年 | 11篇 |
2015年 | 5篇 |
2014年 | 6篇 |
2013年 | 28篇 |
2012年 | 3篇 |
2011年 | 6篇 |
2010年 | 11篇 |
2009年 | 5篇 |
2008年 | 6篇 |
2007年 | 7篇 |
2006年 | 3篇 |
2005年 | 4篇 |
2004年 | 3篇 |
2003年 | 6篇 |
2002年 | 3篇 |
2000年 | 3篇 |
1999年 | 1篇 |
1998年 | 3篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1981年 | 1篇 |
1979年 | 1篇 |
1970年 | 1篇 |
排序方式: 共有177条查询结果,搜索用时 328 毫秒
31.
32.
Barbara Maughan Andrew Pickles Michael Rutter Janet Ouston 《School Effectiveness & School Improvement》2013,24(3):188-210
Abstract Much work on school effectiveness has been based on cross‐sectional comparisons between schools. Longitudinal studies of schools over time may complement this approach. Changes in both school practice and pupil outcomes were monitored in a five year study of change in six London secondary schools. This paper reports on changes in outcomes, illustrating marked improvements in some areas. A companion paper (Ouston, Maughan & Rutter, in press) explores associated changes in school practice. 相似文献
33.
Sophie Morlaix 《课程研究杂志》2013,45(3):395-409
The subject of this article is the structure and evolution of skills developed by pupils at primary level. Starting from an analysis of the panel data provided by the French Ministry of Education, the main object of this paper is an original measurement of skills using structural models. The findings of this research raise two complementary issues. The first issue concerns the cross‐curricular nature of skills suggesting a logic of disciplinary interdependence. The acquisition of a skill may be strongly correlated to the acquisition of other skills belonging to the same subject area or to other subject areas. The notion of a set of skills is used to account for the connections between the different aspects of acquired skills. The second issue concerns the evolution of skills over time. Here the aim will be to identify the kinds of skills that are the most predictive of subsequent educational success. This issue is highly relevant for educational policy‐making. It is hoped that the results presented in this paper will improve one’s understanding of the ways in which schools might provide pupils with the best chances of success in the earliest stages of their educational career. 相似文献
34.
Correlates of Attachment at School Age: Maternal Reported Stress, Mother-Child Interaction, and Behavior Problems 总被引:1,自引:0,他引:1
Ellen Moss Denise Rousseau Sophie Parent Diane St-Laurent Julie Saintonge 《Child development》1998,69(5):1390-1405
The contribution of attachment, maternal reported stress, and mother-child interaction to the prediction of teacher-reported behavior problems was examined for a French-Canadian sample of 121 school-age children. Attachment classifications were assigned on the basis of reunion behavior with mother when the children were between 5 and 7 years of age. Maternal reported stress and mother-child interaction patterns were assessed concurrent to the attachment measure, whereas behavior problems were evaluated both at ages 5 to 7 and 7 to 9 years. Security of attachment significantly predicted the likelihood of school-age behavior problems: Controlling/other children were most at risk for both externalizing and internalizing problems across both age periods. Younger ambivalent children presented clinical cut-off levels of externalizing problems, and older avoidant boys had higher internalizing scores. Patterns of maternal-reported stress and mother-child interaction differed across attachment groups and contributed to prediction of school-age behavior problems, partially mediating the relation between attachment and adaptation. Results support the importance of attachment in explaining school-age adaptation and validity of attachment coding for children of this age. 相似文献
35.
36.
37.
38.
Boudard Emmanuel Morlaix Sophie 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(5):509-524
This article addresses the main predictors of adult education, using statistical methods different from those generally used by social science researchers. Its aim is twofold. First, it seeks to explain in a simple and comprehensible manner the methodological value of these methods (in relation to the use of structural models); secondly, it demonstrates the concrete usefulness of these methods on the basis of a recent piece of research on the data from the International Adult Literacy Survey (IALS). 相似文献
39.
Sophie Rudolph 《The Australian Educational Researcher》2016,43(4):437-451
The Closing the Gap in Indigenous Disadvantage policy emerged in 2008 following the National Apology to the Stolen Generations. The policy articulates one of its purposes as being to address historical injustices. On the other hand, policy reform is naturally oriented to the future in its aims to improve and develop. These temporal tensions are the analytical focus of this article. Through examining the way in which the logic of ‘history’ is engaged in Australian Indigenous policy and related ‘gap’-oriented research, a range of political effects are illuminated. It is argued that the logic of history is deployed in three key ways: (1) history as over; (2) history as a single presence; and (3) history as context. In mapping these different orientations to history in the policy and literature, the following questions are asked: how might history be better understood as operating in the present and what sort of transformational possibilities might this afford? 相似文献
40.