全文获取类型
收费全文 | 1144篇 |
免费 | 36篇 |
专业分类
教育 | 906篇 |
科学研究 | 25篇 |
各国文化 | 25篇 |
体育 | 95篇 |
文化理论 | 6篇 |
信息传播 | 123篇 |
出版年
2024年 | 2篇 |
2023年 | 13篇 |
2022年 | 12篇 |
2021年 | 25篇 |
2020年 | 50篇 |
2019年 | 81篇 |
2018年 | 73篇 |
2017年 | 74篇 |
2016年 | 74篇 |
2015年 | 50篇 |
2014年 | 58篇 |
2013年 | 229篇 |
2012年 | 48篇 |
2011年 | 41篇 |
2010年 | 23篇 |
2009年 | 32篇 |
2008年 | 42篇 |
2007年 | 29篇 |
2006年 | 21篇 |
2005年 | 22篇 |
2004年 | 26篇 |
2003年 | 19篇 |
2002年 | 17篇 |
2001年 | 8篇 |
2000年 | 8篇 |
1999年 | 9篇 |
1998年 | 2篇 |
1997年 | 12篇 |
1996年 | 9篇 |
1995年 | 6篇 |
1994年 | 2篇 |
1993年 | 7篇 |
1992年 | 4篇 |
1991年 | 5篇 |
1990年 | 3篇 |
1989年 | 4篇 |
1988年 | 4篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1982年 | 2篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1978年 | 2篇 |
1977年 | 3篇 |
1974年 | 3篇 |
1973年 | 3篇 |
1969年 | 5篇 |
1964年 | 1篇 |
1945年 | 1篇 |
1925年 | 1篇 |
排序方式: 共有1180条查询结果,搜索用时 78 毫秒
141.
In this rejoinder, we respond to the major points made by Gallo-Fox (this forum), Beers (this forum), Carambo and Stickney
(this forum), and Murphy, Carlisle and Beggs (this forum). We focus primarily on the benefits and considerations that stem
from employing additional theoretical frameworks for analyzing research in coteaching. We also address some of the future
directions that should be explored in coteaching research.
相似文献
Beth WassellEmail: |
142.
Kate WITTENBERG 《Learned Publishing》2009,22(1):36-41
The Gutenberg‐e project was created as an experiment to explore whether peer‐reviewed, born‐digital monographs would alter the way in which historical scholarship is presented, whether scholars would receive the same professional credit for these publications as for work published in print, and whether the project would enable publication of monographs that would otherwise be turned down by university presses for financial reasons. The project reached the following conclusions: authors and publishing staff collaborated in creating new models of scholarship and writing; over the course of the project, attitudes toward digital publications evolved toward acceptance of this new form of publication; the time and costs involved in creating these models exceeded expectations; continued experimentation is necessary in order to keep up with authors' growing expectations in publishing digital scholarship. 相似文献
143.
Work placement experience: should I stay or should I go? 总被引:1,自引:1,他引:0
The opportunity to experience work placements that complement taught and practical courses in higher education has become a central strand of many undergraduate degree programmes. While there is tacit agreement that such placements are a good thing, in recent years the numbers of students opting for work placements has been declining. This paper uses a mixed method research design to probe the learning outcomes, attitudes and perceptions of undergraduate students who choose not to go on a work placement. Findings highlight some areas of concern that could be considered by institutions of higher education working to enhance good practice in students’ work placement experiences. 相似文献
144.
This paper draws on data collected from young white middle class women experiencing eating disorders to highlight what we refer to as the paradox of performativity in schools. In interviews with these young women on their schooling experiences, their narratives convey both a critique of the social conditions of their schooling and their subjugated subjectivities, yet claim they are unable to ‘voice’ that critique within schools, or to resist performativity. In this paper, we explore this ambiguity and the implications it has for the subjectivities of young women. Such stories vividly reveal the painful and complex processes they endure in an effort to conform to performative cultures. The limits and possibilities of their ‘voice’ within these contexts, we suggest, reveals how performative discourse intersects with and is mediated by the embodied knowledge that both teachers and students bring to these educational encounters. 相似文献
145.
The body made flesh: embodied learning and the corporeal device 总被引:2,自引:1,他引:1
Over recent years there has been growing appreciation of the body’s corporeal significance in how children learn in educational settings. ‘The body’ has been conceptualised from a variety of perspectives that we characterise as: ’the body without flesh’, ‘the body with fleshy feelings’ and ‘the body made flesh’. We reflect on these perspectives with reference to the model of embodied action used in our ongoing research on relationships between education and disordered bodies, outlining what they might differently offer in terms of understanding body/mind/culture relationships. We suggest that Basil Bernstein’s notion of the ‘pedagogic device’, when reworked around the concept of a ‘corporeal device’, may provide one way of better conceptualising such relationships avoiding some of the fault lines and dualistic thinking inherent in other perspectives. If, as sociologists or school practitioners, we are to address the agency of ‘the body’ in cultural reproduction and better understand how the corporeal realities of children influence their sense of position, value and self, then we will need to deal with both the ‘physical’ and the ‘phenomenal’ universes of discourse, and the ‘somatic mediations’ of lived experience. This will mean giving as much attention to the biological dimensions of embodiment as its discursive representation currently receives. 相似文献
146.
147.
148.
Joseph C. DiPietro Wendy Drexler Kathryn Kennedy Vasa Buraphadeja Feng Liu Kara Dawson 《TechTrends》2010,54(1):25-32
This article focuses on the experiences of seven Ph.D. students implementing a wiki to collaboratively prepare for qualifying
examinations in the educational technology program at a large southeastern university. Concomitant study for such a rigorous
examination is rare, and the trials and tribulations of the group are described in detail. Specific guidelines highlighting
effective preparation options for qualifying exams are often elusive, and, as such, this article explores current research
related to collaborative preparation and mentoring, as well as the qualifying examination process in total, in hopes of adding
to the scientific body of knowledge related to these subjects. It also offers best practice strategies, suggests possible
technology tips regarding wiki implementation, and seeks to better scaffold future scholars and/or mentors seeking to effectively
participate in or plan for collaborative qualifying examination preparation. 相似文献
149.
Diffusion studies are taking us a step closer to understanding social learning and cultural transmission in young children.
The first half of this article presents a review that focuses on four main cultural issues addressed by diffusion studies:
(1) horizontal transmission, including child-to-child learning; (2) learning in children’s everyday environments (“in the
wild”); (3) the experience of multiple demonstrations and attempts at mastering new tasks; and (4) the iterative process of
learning across multiple cultural “generations.” The second half of the article introduces an open-diffusion experiment. After an initial asocial-learning phase in which children had the chance to discover two possible solutions to
a puzzle box, the box was brought into the children’s playgroup, thus allowing observational learning. Although variation
of method use occurred in the asocial-learning phase, by the end of the second day of the open diffusion, the group had converged
on a single method. The open-diffusion approach allowed the documentation of social interactions not seen in the dyadic studies
typical of the field, including both coaction and scrounging, the significance of which for cultural transmission is discussed. 相似文献
150.