全文获取类型
收费全文 | 821篇 |
免费 | 28篇 |
专业分类
教育 | 628篇 |
科学研究 | 37篇 |
各国文化 | 11篇 |
体育 | 98篇 |
文化理论 | 12篇 |
信息传播 | 63篇 |
出版年
2023年 | 7篇 |
2022年 | 5篇 |
2021年 | 10篇 |
2020年 | 20篇 |
2019年 | 21篇 |
2018年 | 38篇 |
2017年 | 40篇 |
2016年 | 34篇 |
2015年 | 26篇 |
2014年 | 22篇 |
2013年 | 210篇 |
2012年 | 18篇 |
2011年 | 27篇 |
2010年 | 21篇 |
2009年 | 29篇 |
2008年 | 21篇 |
2007年 | 21篇 |
2006年 | 14篇 |
2005年 | 11篇 |
2004年 | 16篇 |
2003年 | 21篇 |
2002年 | 21篇 |
2001年 | 10篇 |
2000年 | 16篇 |
1999年 | 18篇 |
1998年 | 3篇 |
1997年 | 12篇 |
1996年 | 5篇 |
1995年 | 8篇 |
1994年 | 10篇 |
1993年 | 9篇 |
1992年 | 5篇 |
1991年 | 7篇 |
1990年 | 7篇 |
1989年 | 4篇 |
1988年 | 8篇 |
1987年 | 5篇 |
1986年 | 6篇 |
1985年 | 4篇 |
1984年 | 7篇 |
1983年 | 5篇 |
1982年 | 3篇 |
1981年 | 7篇 |
1979年 | 6篇 |
1978年 | 3篇 |
1977年 | 3篇 |
1976年 | 9篇 |
1972年 | 2篇 |
1920年 | 3篇 |
1919年 | 2篇 |
排序方式: 共有849条查询结果,搜索用时 15 毫秒
1.
2.
Neil Anthony Buddel 《British Journal of Sociology of Education》2018,39(1):16-31
The notion that the stories of our lives shape dispositions towards imagined futures is another lens through which university underrepresentation should be viewed. A storied lens attends to how futures, like university attendance, are storied during childhood to the extent that some youth imagine, and therefore plan, these futures as natural progression. Such was the case for study participants, indicating that childhood stories contain answers for mitigating social reproduction connected to parental education and cultural forces within the home. Examining social mobility through the underexplored storied-futures grand narrative presents unique solutions that lay hidden within the dominant meritocratic grand narrative. 相似文献
3.
Neil Hopkins 《Journal of Philosophy of Education》2014,48(3):416-427
Dewey continues to offer arguments that remain powerful on the need to break down the divisions between ‘academic’ and ‘vocational’ in terms of his specific theory of knowledge. Dewey's writings are used to argue that a democratic curriculum needs to challenge such divisions to encompass the many forms of knowledge necessary in the contemporary classroom. Gandin and Apple's investigation of community participation (Orçamento Participativo or Participatory Budgeting) in the curriculum of the Citizen School in Porto Alegre, Brazil, will be explored as an example of democratic structures informing educational planning. The work of Paul Hirst, Atli Har?arson and Chris Jane Brough is analysed regarding the issue of curriculum aims and student negotiation. Dewey's emphasis on learning as a collective enterprise will resonate here. Brough offers innovative research on student‐centred curriculum integration that suggests even very young children are able to participate in debate over their own learning. Hirst and Har?arson provide contrasting views on the issue of curriculum aims—Hirst arguing that a curriculum cannot exist without definable aims while Har?arson challenges the very notion of settled aims if students are to be reflexive regarding their education. The article also refers to the work of Alexander on the use of dialogic questioning in the classroom. Such questioning, it is suggested, enhances and encourages collaborative forms of enquiry necessary for a democratic curriculum through discussion between teachers, students and other stakeholders. 相似文献
4.
Growing numbers of pupils with autistic spectrum disorders (ASD) are attending mainstream schools, and increasing numbers of additional staff are being deployed to support them. Recent research has cast doubt on the effectiveness of this support, by highlighting issues relating to deployment and training, and to relationships with class teachers. This study, conducted by Wendy Symes, who is a Research Associate at the University of Manchester, and Neil Humphrey, who is Professor of Education in the same university, interviewed 15 teaching assistants supporting pupils with ASD in four mainstream secondary schools in the north‐west of England to explore these issues. Analysis yielded several key findings. The majority of teaching assistants worked with just one pupil at a time and worked in a variety of lessons. Their role primarily involved helping pupils to stay focused and follow instructions. Many teaching assistants had no experience of ASD prior to starting their job. The amount of training received varied, but all felt that generic training about ASD was not helpful. A lack of time for joint planning with teachers was raised as a key concern. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD. 相似文献
5.
6.
Ying Gao Nina Nevala Neil J. Cronin Taija Finni 《European Journal of Sport Science》2016,16(6):747-754
Sit–stand workstations offer a potential strategy to reduce prolonged occupational sitting. This controlled intervention study examined the effects of an environmental intervention on occupational sedentary time, musculoskeletal comfort and work ability, and the usability of sit–stand workstations in office work via a self-reported questionnaire. The intervention group (n?=?24) used sit–stand workstations during the 6-month intervention period, and the control group (n?=?21) used traditional sitting workstations. The results showed that working at sit–stand workstations can reduce sitting time significantly compared to control workstations (?6.7% vs. 5.0%, p?=?.019), which is reallocated mostly to standing (r?=??0.719, p?.001). Sit–stand workstations improved perceived musculoskeletal comfort in the neck and shoulders (p?=?.028), as well as work ability (p?=?.022). The majority of intervention subjects rated sit–stand workstation adjustability as good (83.3%), and 75.0% were satisfied with the workstation. About 41.7% of the intervention participants, who were exclusively female, used the sit–stand function on a daily basis. While the environmental change alone was effective, it is likely that promoting the daily use of sit–stand workstations with counselling would lead to even more substantial positive effects. 相似文献
7.
8.
Marianne?Mansour Andrew?J.?MartinEmail authorView authors OrcID profile Michael?Anderson Robyn?Gibson Gregory?Arief?D.?Liem David?Sudmalis 《The Australian Educational Researcher》2016,43(2):221-244
This study explored the role of student (e.g., age, language background, gender), home (e.g., parent/caregiver education), and school (e.g., school type, size) socio-demographic factors in students’ school (e.g., in-school arts tuition, arts engagement), home (e.g., parent/caregiver–child arts interaction), and community (e.g., arts attendance, arts tuition) arts participation. The sample comprised 1172 elementary and secondary school students from 15 schools. Findings revealed that student and home socio-demographic factors were the most salient in predicting arts participation across school, home, and community contexts. Age, gender, and prior achievement were the key student socio-demographic factors, while parent/caregiver education and occupation were also associated with students’ arts participation. Implications for practice and intervention pertinent to young people’s arts participation are discussed. 相似文献
9.
Amicus Curiae
A brief for individual merit in Michigan Covington &; burling for the national association of scholars 相似文献10.
Janice T. Gibson Marvin J. Westwood F. Ishu Ishiyama William A. Borgen Susan M. Showalter Qasem Al-Sarraf Semiha A. Atakan Isaura R. F. Guimares A. Lina Guisti-Ortiz Margaret Robertson Benjamin Shafrir Peter De Weerdt Gundelina A. Velazco Carol E. Baker Maria Dikaiou Tatiana Gabay Lina Kashyup Ilona Lee Maria E. Felce Di Paula Hillman Ngunangwa Nina F. Talyzina 《International journal for the advancement of counseling》1991,14(3):203-216