全文获取类型
收费全文 | 1018篇 |
免费 | 11篇 |
国内免费 | 1篇 |
专业分类
教育 | 743篇 |
科学研究 | 70篇 |
各国文化 | 18篇 |
体育 | 92篇 |
文化理论 | 14篇 |
信息传播 | 93篇 |
出版年
2020年 | 16篇 |
2019年 | 35篇 |
2018年 | 36篇 |
2017年 | 38篇 |
2016年 | 33篇 |
2015年 | 22篇 |
2014年 | 21篇 |
2013年 | 195篇 |
2012年 | 17篇 |
2011年 | 29篇 |
2010年 | 16篇 |
2009年 | 14篇 |
2008年 | 23篇 |
2007年 | 19篇 |
2006年 | 18篇 |
2005年 | 25篇 |
2004年 | 20篇 |
2003年 | 16篇 |
2002年 | 14篇 |
2001年 | 19篇 |
2000年 | 19篇 |
1999年 | 21篇 |
1998年 | 11篇 |
1997年 | 13篇 |
1996年 | 15篇 |
1995年 | 18篇 |
1994年 | 7篇 |
1993年 | 12篇 |
1992年 | 17篇 |
1991年 | 6篇 |
1990年 | 14篇 |
1989年 | 11篇 |
1988年 | 9篇 |
1987年 | 13篇 |
1985年 | 9篇 |
1984年 | 13篇 |
1983年 | 18篇 |
1982年 | 10篇 |
1981年 | 8篇 |
1980年 | 7篇 |
1979年 | 7篇 |
1978年 | 6篇 |
1977年 | 8篇 |
1976年 | 8篇 |
1974年 | 6篇 |
1973年 | 7篇 |
1971年 | 7篇 |
1969年 | 7篇 |
1868年 | 5篇 |
1828年 | 6篇 |
排序方式: 共有1030条查询结果,搜索用时 578 毫秒
11.
Donald E. Lewis 《高等教育研究与发展》1987,6(1):35-43
Internship programs, whereby students are employed on a full‐time basis while studying part‐time for a degree, are increasingly popular. This paper discusses an analytical framework which is helpful in evaluating, from the student's perspective, alternative internship programs. The methodology is illustrated by a detailed analysis of two internship programs currently available in N.S.W. Other options such as full‐time study, with and without part‐time employment, are also analysed. Comparison of the internships and other options reveal substantial differences in life‐time earnings, rates of renumeration and implicit trade‐offs between income and leisure. Non‐monetary differences may also be substantial. 相似文献
12.
Laura Fogg-Rogers Fay Lewis Juliet Edmonds 《European Journal of Engineering Education》2017,42(1):75-90
ABSTRACTUndergraduate education incorporating active learning and vicarious experience through education outreach presents a critical opportunity to influence future engineering teaching and practice capabilities. Engineering education outreach activities have been shown to have multiple benefits; increasing interest and engagement with science and engineering for school children, providing teachers with expert contributions to engineering subject knowledge, and developing professional generic skills for engineers such as communication and teamwork. This pilot intervention paired 10 pre-service teachers and 11 student engineers to enact engineering outreach in primary schools, reaching 269 children. A longitudinal mixed methods design was employed to measure change in attitudes and Education Outreach Self-Efficacy in student engineers; alongside attitudes, Teaching Engineering Self-Efficacy and Engineering Subject Knowledge Confidence in pre-service teachers. Highly significant improvements were noted in the pre-service teachers’ confidence and self-efficacy, while both the teachers and engineers qualitatively described benefits arising from the paired peer mentor model. 相似文献
13.
14.
The rapid development of ICT (information technology and communication) in the last two decades has changed society substantially as a whole. For higher education institutions, the external environment pressure to incorporate ICT in their educational and administrative processes has forced them to invest in resources for infrastructure and training. In addition, teachers have found that they can use technology in their teaching, but lack of full knowledge of how to use it effectively from a pedagogical point of view. The incorporation of new education modalities depends largely on the contextual variables prevailing in the institution and teachers. In UABC (Autonomous University of Baja California), the early days of online education go hack to 1996, so the study period was from 1996 to 2009. An online survey was designed to fmd out the teachers' backgrounds and involvement in online education, their experience as online teachers, and the tools and practices used. Of 97 teachers who were identified with some experience in online teaching, 70% responded to the Survey (68). It was found that the highest percentage (33%) of teachers who responded the survey started teaching online between 2003 and 2006. 56% of teachers have been teaching between one and five online courses. On the other hand, most teachers recognized that 30%-79% of the content of their courses were online based. The most popular learning management system used is moodle followed by blackboard in teachers' preference. In general, teachers expressed using the three main communication tools of online education: forums, chat and e-mail, favoring the use of e-mail. The communication slrategies teachers often use in their courses promoted student-student and student-teacher interaction. In their evaluation strategies, most said that they used self-assessment, rubrics and to a lesser extent online exams and co-evaluation. The results show that most teachers who have been involved in online education in UABC campus have expressed havi 相似文献
15.
16.
Lifelong Debt: Rates of Return to Mature Study 总被引:2,自引:0,他引:2
High rates of return to first degrees have been used to justify increased student financial contributions to higher education. However, no discrete study of rates of return to mature graduates has been carried out although mature graduates now form a significant proportion of the student population. The General Household Survey 1983–1992 was used to examine the earnings of mature graduates compared with those of matriculates. The GHS yielded 616 mature graduate men in full-time work and 296 mature graduate women who were in full-time employment. It was found that the rate of return to mature male graduates was just above one per cent. With recent added costs, new male mature graduates can be forecast to make a sizeable loss on their study. Rates of return to women mature graduates were higher, between five and six per cent, and, based on these figures, the recent increased cost of mature graduate study should be covered by increased earnings. However, these calculations are based on average earnings for the modal age cohort of mature graduates. Those who are older when they complete or earn below the average (a large percentage) will not recoup the costs of study. 相似文献
17.
Gender Differences in College Mathematics Grades and SAT-M Scores: A Reanalysis of Wainer and Steinberg 总被引:1,自引:0,他引:1
Wainer and Steinberg (1992) showed that within broad categories of first-year college mathematics courses (e.g., calculus) men had substantially higher average scores on the mathematics section of the SAT (SAT-M) than women who earned the same letter grade. However, three aspects of their analyses may lead to unwarranted conclusions. First, they focused primarily on differences in SAT-M scores given course grades when the more important question for admissions officers is the difference in course grades given scores on the predictor. Second, they failed to account for differences among calculus courses (e.g., calculus for engineers versus calculus for liberal arts students). Most importantly, Wainer and Steinberg focused on the use of SAT-M as a single predictor. A reanalysis presented here indicated that a more appropriate composite indicator made up of both SAT-M and high school grade point average demonstrated minuscule gender differences for both calculus and precalculus courses. 相似文献
18.
Transforming engagement: a case study of building intrinsic motivation in a child with autism 下载免费PDF全文
Jackie Dearden Anne Emerson Tom Lewis Rebecca Papp 《British Journal of Special Education》2017,44(1):8-25
This longitudinal case study of a 10‐year‐old girl with autism and severe communication impairment measures the impact of the MORE (Means, Opportunities, Reasons and Expectations) approach to enhancing engagement and communication. Through detailed observation of video data over a period of 28 months, engagement behaviours including interaction with adults and following adult directions increased, while resistant behaviours such as kicking, hitting and pushing adults away decreased. Fluctuation between different ‘states’ demonstrated that the frequency and duration of engagement was influenced by the MORE approach and an emphasis on developing intrinsic motivation. In order to enable further efficacy research, core features of the intervention and the changes in engagement over time are described. 相似文献
19.
Child abuse: adolescent records vs. adult recall 总被引:4,自引:1,他引:4
In a follow-up study of incarcerated Connecticut youth, 69 subjects were interviewed during young adulthood. On follow-up, 26 gave histories of abuse discrepant with histories obtained from records and interviews conducted in adolescence. Eleven subjects agreed to an additional clarification interview, at which time they were apprised of the discrepancies. Of these, eight had adolescent records indicating that abuse had occurred but denied abuse during the adult follow-up interview. The remaining three had adolescent records indicating no abuse had ever occurred, but, on follow-up, reported having been abused. The additional clarification interviews revealed that all 11 subjects with discrepant histories had, in fact, been abused. Reasons for these discrepant data and strategies to enhance the investigator's ability to obtain accurate data regarding abuse are discussed. 相似文献
20.
Tyson E. Lewis 《Educational theory》2019,69(2):169-183
In this article, Tyson E. Lewis argues for an alternative form of educational attunement beyond attentiveness. Discourses and practices of schooling emphasize being attentive as a primary educational virtue. This emphasis casts distraction as either the negation of attention or its deterioration. In either case, distraction lacks educational use and, as such, must be overcome through the cultivation of attention. Yet this approach to the question of attention versus distraction misses how distraction contains within itself a different kind of educational potentiality, a different kind of educational attunement. In an attempt to carve out space and time for distraction, Lewis turns to the writings of Walter Benjamin who offers up a more complex view of distraction than is presently found in educational philosophy. In particular, Benjamin argues that cities are not only places of negative forms of distraction (as mere diversions), but also places for cultivating productive distraction in the form of an open and alert attunement to new ways of experiencing and perceiving the relationship between world and self. Cities, for Benjamin, become educational spaces that teach lessons in a distracted form of life, the culmination of which is the creativity expressed in what he refers to as “the art of straying.” 相似文献