全文获取类型
| 收费全文 | 618篇 |
| 免费 | 13篇 |
| 国内免费 | 1篇 |
专业分类
| 教育 | 479篇 |
| 科学研究 | 68篇 |
| 各国文化 | 9篇 |
| 体育 | 17篇 |
| 文化理论 | 4篇 |
| 信息传播 | 55篇 |
出版年
| 2021年 | 4篇 |
| 2020年 | 8篇 |
| 2019年 | 17篇 |
| 2018年 | 19篇 |
| 2017年 | 24篇 |
| 2016年 | 13篇 |
| 2015年 | 12篇 |
| 2014年 | 14篇 |
| 2013年 | 158篇 |
| 2012年 | 10篇 |
| 2011年 | 11篇 |
| 2010年 | 17篇 |
| 2009年 | 18篇 |
| 2008年 | 8篇 |
| 2007年 | 5篇 |
| 2006年 | 15篇 |
| 2005年 | 11篇 |
| 2004年 | 11篇 |
| 2003年 | 4篇 |
| 2002年 | 5篇 |
| 2001年 | 9篇 |
| 1999年 | 8篇 |
| 1997年 | 10篇 |
| 1996年 | 8篇 |
| 1995年 | 3篇 |
| 1994年 | 6篇 |
| 1993年 | 7篇 |
| 1992年 | 7篇 |
| 1991年 | 3篇 |
| 1990年 | 7篇 |
| 1989年 | 11篇 |
| 1988年 | 3篇 |
| 1987年 | 11篇 |
| 1986年 | 8篇 |
| 1985年 | 4篇 |
| 1984年 | 3篇 |
| 1983年 | 4篇 |
| 1982年 | 4篇 |
| 1981年 | 7篇 |
| 1980年 | 5篇 |
| 1979年 | 8篇 |
| 1978年 | 5篇 |
| 1976年 | 7篇 |
| 1975年 | 5篇 |
| 1974年 | 5篇 |
| 1973年 | 4篇 |
| 1900年 | 5篇 |
| 1877年 | 5篇 |
| 1865年 | 4篇 |
| 1828年 | 3篇 |
排序方式： 共有632条查询结果，搜索用时 796 毫秒
141.
142.
143.
144.
With the tertiary education mantra of creativity, critical thinking and innovation in mind, we consider the critical-creativity of error. Taking the university to model social orthography, or ‘correct writing’, according to the norms of disciplines, we consider the role of error in the classroom. Looked at another way, error questions the norms governing norms and the instability of disciplinary grounds. Beyond correction, error involves a mis-taking, or taking another way. Tracing the origin of error we are able to reconstruct the social world in terms of which it is conceivable for a mistake of any kind to have been made. The university, we find, withholds worlds which are not new but are sources of creativity, and constitutes a pluriversity or poly-versity. 相似文献
145.
146.
147.
148.
Martin Francis 《教育政策杂志》2013,28(2):197-199
This paper contributes to the debate about conceptualising policy research by considering Howell's (1990) call that researchers reveal the ‘principle of choice’ which guides the selection of topics, strategies and resources in research. Specifically, it addresses the question of what information must be made available to other researchers so that there can be productive continuing conversations’ (Ball 1994:174) about policy research and its conceptualisation. An examination of the policy sociology literature indicates that the specification of the ‘principle of choice’ requires discussion of the intellectual resources deployed in the research and a consideration of the processes of intellectual work which render these resources meaningful. This specification is then applied in relation to my current research, the ‘Social Organisation of Education Practice’ (soep) project to investigate the changing relationship between education and training in Australia. The products and processes of intellectual work that have constituted the principle of choice in my own research are outlined and justified. The way this principle of choice has shaped the conceptualisation of the soep project is discussed and attention drawn to the practical limits of explicit conceptualisation and justification in research. The paper concludes by affirming the importance of making the principle of choice explicit but queries how this can be done in shorthand. 相似文献
149.
150.
To evaluate the effects of an intensive tertiary reading intervention, 27 students with severe reading difficulties and disabilities, 14 of whom had demonstrated an inadequate response to 1-2 tiers of prior reading instruction, received a 16-week intervention package involving decoding and fluency skills. The decoding intervention was provided for 2 hours per day for 8 weeks and was based on the Phono-Graphix program. The fluency intervention followed the decoding intervention and involved 1 hour of daily instruction for 8 weeks based on the Read Naturally program. The 16-week intervention resulted in significant improvement in reading decoding, fluency, and comprehension. Although individual responses to the intervention were variable, 12 of the 27 students showed a significant response to these interventions. Students who had participated in previous Tier 1 plus Tier 2 interventions but remained impaired had a stronger response to intervention in the current study than students who had previously participated only in Tier 1 intervention and students who had not received prior intervention outside of special education. 相似文献