全文获取类型
收费全文 | 327篇 |
免费 | 6篇 |
专业分类
教育 | 270篇 |
科学研究 | 7篇 |
各国文化 | 2篇 |
体育 | 12篇 |
文化理论 | 2篇 |
信息传播 | 40篇 |
出版年
2023年 | 2篇 |
2022年 | 5篇 |
2021年 | 6篇 |
2020年 | 10篇 |
2019年 | 17篇 |
2018年 | 13篇 |
2017年 | 20篇 |
2016年 | 18篇 |
2015年 | 8篇 |
2014年 | 12篇 |
2013年 | 88篇 |
2012年 | 15篇 |
2011年 | 16篇 |
2010年 | 9篇 |
2009年 | 6篇 |
2008年 | 10篇 |
2007年 | 5篇 |
2006年 | 5篇 |
2005年 | 3篇 |
2004年 | 2篇 |
2003年 | 6篇 |
2002年 | 2篇 |
2001年 | 6篇 |
2000年 | 4篇 |
1999年 | 3篇 |
1998年 | 2篇 |
1996年 | 2篇 |
1995年 | 2篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1992年 | 2篇 |
1991年 | 4篇 |
1990年 | 4篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1980年 | 2篇 |
1976年 | 1篇 |
1971年 | 1篇 |
1970年 | 1篇 |
1953年 | 1篇 |
1938年 | 1篇 |
1934年 | 1篇 |
1903年 | 1篇 |
1899年 | 2篇 |
1865年 | 1篇 |
排序方式: 共有333条查询结果,搜索用时 0 毫秒
61.
Christine Wamunyima Kanyengo Grace Ada Ajuwon Nancy Kamau Cristina Horta Abdrahamane Anne 《Medical reference services quarterly》2013,32(3):257-268
The United States National Library of Medicine (NLM) has the largest collection of biomedical information products and services in the world. Little is known of the extent to which librarians in sub-Saharan Africa are aware of and use these resources. The study's aim was to assess knowledge and frequency of use of NLM's biomedical information products and services among African librarians. Forty-three of the 50 delegates at the 11th biannual Congress of the Association of Health Information and Libraries in Africa (AHILA) participated in the study. The findings showed that participants' knowledge of NLM information products and services was low and that there is a need for increased awareness and training in the use of NLM's information products and services in order for users on the African continent to effectively benefit from them. 相似文献
62.
Grace E. Grant 《课程研究杂志》2013,45(5):397-408
The aspects of things that are most important for us are hidden because of their simplicity and familiarity. (One is unable to notice something‐because it is always before one's eyes.). . .And this means: we fail to be struck by what, once seen, is most striking and most powerful. (Wittgenstein 1951/1979) 相似文献
63.
Grace Sloan Overton† 《Religious education (Chicago, Ill.)》2013,108(10):1015-1028
64.
André P. Grace 《Studies in Continuing Education》2013,35(1):85-103
In Canada, current federal learning-and-work policy is focused on individual learner-worker development using an iteration of lifelong learning as cyclical. This policy aims to enhance the social as an effect of enhancing the economic. In this neoliberal milieu, cyclical lifelong learning has become not only a norm but also a culture and an attitude. Still, a current Canadian phenomenon indicates that increasing numbers of young adults are disengaging from participation in such learning that the federal government considers being a preventive measure. In discussing their withdrawal from what might be perceived as cyclical lifelong learning for control, I consider a particularly challenging case: the predicament of young adults in the Canadian province of Newfoundland and Labrador. To help us think about adequately addressing the dislocation they experience in life and work, I offer a Freire-informed vision of a critical social pedagogy of learning and work. This pedagogy calls for re-engendering the social in lifelong learning by revitalizing critical social concerns with historical awareness, hope, possibility, ethics, justice, democratic vision, learner freedom, critique, and intervention. 相似文献
65.
Andre´ P. Grace Patricia A. Gouthro Shahrzad Mojab 《Studies in Continuing Education》2013,35(1):51-73
In this paper we research our roles as academic adult educators who worked with 40 graduate students during a 10 day summer institute, which we developed using the theme "Culture and Diversity in Education for Adults". We discuss how we framed the development and delivery of this summer institute in the context of a transgressive and transformative learning journey that heeds Paulo Freire's (1998) call to "think the practice" by reading and comprehending the word and the world critically. From this perspective, we examine our positionalities that situate us as present, sometimes strong, yet sometimes vulnerable educators who use insurgent theories and positional pedagogies to shape alternative learning experiences. We also examine how these positionalities impact our conceptions of pedagogy and multiculturalism, and we explore how they helped to shape the inclusive teaching-learning interactions that we designed to query being, acting, becoming, belonging, and surviving in education and the larger Canadian and global cultures. In this regard we investigate how our learning journey emerged as one deeply textured by engagements with issues of educator and learner positionalities as well as matters of context, disposition, relationship, and affiliation. We explore how our learning journey with institute participants took us into the uneasy intersections of the personal, professional, and political where pedagogical practices and associated challenges, risks, possibilities, and liabilities emerge. 相似文献
66.
67.
68.
69.
The State and Catholic Schooling in England and Wales: Politics,ideology and mission integrity 总被引:1,自引:1,他引:0
Gerald Grace 《牛津教育评论》2013,39(4):489-500
Changing relations between the English State and the Roman Catholic Church in the sphere of education policy are examined in two historical periods. Between the 1870s and the 1970s, despite initial anti-Catholic prejudice, the Catholic hierarchy was able to negotiate a favourable educational settlement in which substantial public funding was obtained without serious loss of autonomy and mission integrity for the Catholic schooling system. The existence of a liberal State, a voluntarist tradition in schooling and the relative social and political unity of the Catholic community all contributed towards this settlement. The inauguration of an ideologically 'Strong State' in the 1980s and 1990s, pursuing an interventionist strategy in education driven by New Right market doctrines, threatened the whole basis of this settlement. The Catholic hierarchy had to develop new strategies to respond to this situation, complicated by the fact that the Catholic community was now more socially differentiated and more divided on key education policy questions. 相似文献
70.
Gerald Grace 《教育政策杂志》2013,28(6):855-857
This article reflects on the desire to defend and claim public education amidst the educational policy effects of contemporary neoliberal politics. The defence of public education, from schools to higher education, undoubtedly provides a powerful counter-veiling weight to the neoliberal policy logic of education-as-individual-value-accrual. At a time of intense global policy reform centred on marketisation in education, the public education institutions of the post-war welfare state are often characterised as being lost, attacked, encroached upon and dismantled. In this paper, I contend it is important to avoid mobilising a memory of public educational pasts that do not account for their failings and inequalities. Turning to a historical engagement with the emergence of neoliberal politics, the paper explores how challenges and contestations surrounding ‘the public’ from multiple standpoints converged in the rise of neoliberalism. Recognition of these convergences and contestations, I suggest, assists to provide a more nuanced account of the relationship between neoliberal reform and the welfare state, and thus of the complex task of imagining, claiming and working towards a just and equitable public education. 相似文献