全文获取类型
| 收费全文 | 501篇 |
| 免费 | 5篇 |
专业分类
| 教育 | 362篇 |
| 科学研究 | 70篇 |
| 各国文化 | 2篇 |
| 体育 | 23篇 |
| 文化理论 | 5篇 |
| 信息传播 | 44篇 |
出版年
| 2022年 | 3篇 |
| 2021年 | 5篇 |
| 2020年 | 8篇 |
| 2019年 | 14篇 |
| 2018年 | 14篇 |
| 2017年 | 16篇 |
| 2016年 | 14篇 |
| 2015年 | 11篇 |
| 2014年 | 17篇 |
| 2013年 | 144篇 |
| 2012年 | 6篇 |
| 2011年 | 8篇 |
| 2010年 | 5篇 |
| 2009年 | 11篇 |
| 2008年 | 8篇 |
| 2007年 | 10篇 |
| 2006年 | 4篇 |
| 2005年 | 6篇 |
| 2004年 | 4篇 |
| 2003年 | 4篇 |
| 2002年 | 7篇 |
| 2001年 | 8篇 |
| 2000年 | 5篇 |
| 1999年 | 6篇 |
| 1998年 | 3篇 |
| 1997年 | 3篇 |
| 1995年 | 7篇 |
| 1993年 | 9篇 |
| 1992年 | 5篇 |
| 1990年 | 8篇 |
| 1989年 | 4篇 |
| 1988年 | 10篇 |
| 1987年 | 8篇 |
| 1985年 | 4篇 |
| 1982年 | 5篇 |
| 1980年 | 4篇 |
| 1974年 | 4篇 |
| 1973年 | 3篇 |
| 1971年 | 4篇 |
| 1969年 | 3篇 |
| 1967年 | 3篇 |
| 1910年 | 2篇 |
| 1899年 | 2篇 |
| 1892年 | 7篇 |
| 1890年 | 2篇 |
| 1887年 | 4篇 |
| 1885年 | 9篇 |
| 1872年 | 2篇 |
| 1871年 | 2篇 |
| 1870年 | 2篇 |
排序方式： 共有506条查询结果，搜索用时 15 毫秒
1.
2.
3.
4.
Edwin A. Whitfield 《Journal of Career Development》1988,15(1):13-19
Summary The continuing need and desire for assistance in planning for, entering, and progressing in a career is well-documented over the past decade. Although assistance with finding and securing a job is a part of this need, it is but one aspect of the competencies needed by students to be aware of the world of work and how this world differs from the educational world they are leaving. The ability of students to adjust and contribute to many roles in their post-high school world is crucial for a successful and lasting transition.The competencies needed by students as they prepare for and implement their transition to the occupational world can serve as the focal point of the career guidance program in the high school. Such competencies must go beyond the acquisition of occupational information and job search and interview skills. Competencies expected of students must be those that will allow them to adjust, mature, and succeed in the world of work and allow them to satisfy the multiple roles they will have throughout their careers.School counselors must become an integral part of the program to assist students to acquire and use competencies that will ensure their successful adjustment and development in the occupational world. Career guidance programs must be expanded and maintained to meet the continuing needs of students and counselors must revive or renew the competencies and the skills necessary to serve students during their transition to the world of work.Edwin A. Whitfield is Associate Director, Division of Educational Services, Ohio Department of Education, Columbus, Ohio 相似文献
5.
6.
The paper examines the impact of the plethora of innovations associated with the 1988 Education Reform Act (ERA) on the management of whole-school change in the primary school. Based upon qualitative data from a national sample of 50 schools in England and Wales, it documents the growing tensions between collegial and top-down managerial approaches. These are evidenced in the changing nature of working collaboratively in primary schools, in the creation of new management structures, in the me of school development plans and in the growth of quality assurance mechanisms, particularly in relation to preparation for Office for Standards in Education (OFSTED) inspections. There are conflicting interpretations of terms such as ‘collegiality’, ‘collaboration’, ‘teamwork’ and ‘whole-school approaches’ and there have been subtle shifts in their meaning and in their realisation in practice in the pre-and post-ERA context. 相似文献
7.
Rebecca Webb 《Gender and education》2019,31(2):258-273
This paper engages with some everyday ways of doing and being gender which proceed from a dominant liberal rights policy and practice discourse within one English ‘rights-respecting’ primary school in England. Drawing on three ethnographic vignettes of data from different spaces within the school, it utilises a Butlerian analytic to interrogate the kinds of subjects that children are entitled and obliged to be as they take up different subject positions proposed to them in the school. The paper engages with this empirical data, to foster and ignite critical sensibilities, especially as these relate to ‘taken-for-granted’ discourses of children’s rights which presume the participation of all children regardless of their differently gendered subjectivities. This analysis puts in question the universal, normative and essentialising effects of the category of the rights-respecting child as always unproblematic and forever productive. 相似文献
8.
9.
10.