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61.
Christopher Ziguras Leanne Reinke Grant Mcburnie 《Globalisation, Societies & Education》2003,1(3):359-374
In this paper we explore the avowedly partisan stance of Australia regarding trade in education services, the government's enthusiastic approach to market liberalisation through GATS, and its response to the concerns of vocal critics including academic and student unions. Education is a major export enterprise for Australia, both onshore and offshore. Education is publicly referred to as an ‘industry’ as often as a ‘sector’, and institutions behave in an aggressively market‐oriented manner unthinkable two decades ago. While other major education exporters, including the EU, US and Canada, have showed flagging commitment to pursuing trade liberalisation in education due to opposition from the academic community and little pressure from the ‘industry’ for such an approach, Australia and New Zealand have come to represent the most ardent supporters of free trade in education. The Australian government's approach has involved making changes to its domestic education regulations to ensure they are consistent with market liberalisation, and facilitating the exploration of concerns through various international forums, including APEC, the WTO and OECD. Issues such as quality assurance, consumer protection, and public subsidies remain high on the list of matters for further debate. 相似文献
62.
Grace L. Francis Elizabeth Fuchs Andrew D. Johnson Sarah Gordon Amber Grant 《Psychology in the schools》2016,53(10):1045-1056
Opportunities are increasing for students with intellectual and/or developmental disabilities to attend postsecondary education programs located at college campuses around the nation. Students who attend postsecondary education programs experience numerous positive outcomes, including independent living skills and expanded social networks. However, although parent‐professional partnerships could significantly enhance long‐term outcomes such as competitive employment and independent living, there is a paucity of information about the nature of these partnerships in postsecondary settings. The purpose of this expository article is to describe how staff from a midwestern postsecondary education program facilitate parent‐professional partnerships through parent involvement and support. 相似文献
63.
Grant McCracken 《Curator: The Museum Journal》2003,46(2):136-157
The museum in the contemporary era imports from the nineteenth century a venerable idea: that the first responsibility of a public art museum is to enlighten and improve its visitors, morally, socially, and politically. Yet visitors often seem to have arrived from another planet, bringing with them their own cultural meanings and agendas. A series of two articles presents ethnographic data, anthropological analysis, and a marketing perspective to suggest why the visitors' points of view may seem vertiginously strange to museum personnel. This article, Part One, characterizes the conflict between host and guest as the outcome of two competing models of culture: “preferment” and “transformation.” In a subsequent issue of Curator, Part Two will examine the influence of consumer culture on these models, and offer strategies for rapprochement. 相似文献
64.
With rapid socio-economic changes, twenty-first century higher education is facing major challenges to its governance systems,
curriculum, mission focus, external relations, research, and financing. A theoretical framework to analyze these post-massification
challenges is suggested, with a focus on the Asia-Pacific region as well as global issues. Five main topic areas provide the
basis for the theoretical framework: massification, privatization, accountability and governance, internationalization, and
ranking and world-class universities. Some discussion of the possible effects of the financial crisis that commenced in 2008
is provided. 相似文献
65.
Brian A. Bottge Enrique Rueda Jung Min Kwon Timothy Grant Perry LaRoque 《Educational technology research and development : ETR & D》2009,57(4):529-552
The purpose of this randomized experiment was to compare the performance of high-, average-, and low-achieving middle school
students who were assessed with parallel versions of a computer-based test (CBT) or a paper-pencil test (PPT). Tests delivered
in interactive, immersive environments like the CBT may have the advantage of providing teachers with diagnostic tools that
can lead to instruction tailored to the needs of students at different achievement levels. To test the feasibility of CBT,
students were randomly assigned to the CBT or PPT test conditions to measure what they had learned from an instructional method
called enhanced anchored math instruction. Both assessment methods showed that students benefited from instruction and differentiated
students by achievement status. The navigation maps generated from the CBT revealed that the low-achieving students were able
to navigate the test, spent about the same amount of time solving the subproblems as the more advanced students, and made
use of the learning scaffolds.
相似文献
Brian A. BottgeEmail: |
66.
Janet Lees Joy Stackhouse Gordon Grant 《Journal of Research in Special Educational Needs》2009,9(2):91-99
Part of a multimethod ethnographic study that aimed to explore the knowledge of local parents concerning children learning to talk is described. The study was carried out with parents from several different ethnic and language groups in a socially disadvantaged part of Sheffield, a large city in the northeast of England.
In the phase of the study reported here, parents (either English, Urdu/Punjabi and Arabic speakers) took part in interviews, as well as contributing to the validation of the project. This study found that parents from diverse cultural and linguistic backgrounds living in this socially disadvantaged area, believed learning to talk to be very important and that family, community, including faith community, and professionals, have roles in promoting learning to talk. They indicated that local community groups, including faith communities, could play a positive role in supporting and developing their knowledge.
This paper will be of interest to those seeking innovative ways to support parents in socially excluded communities, particularly parents of children learning to talk, and so contribute to better outcomes for children, families and communities. It also contributes to our understanding of the development of parental knowledge about learning to talk in socially disadvantaged communities. 相似文献
In the phase of the study reported here, parents (either English, Urdu/Punjabi and Arabic speakers) took part in interviews, as well as contributing to the validation of the project. This study found that parents from diverse cultural and linguistic backgrounds living in this socially disadvantaged area, believed learning to talk to be very important and that family, community, including faith community, and professionals, have roles in promoting learning to talk. They indicated that local community groups, including faith communities, could play a positive role in supporting and developing their knowledge.
This paper will be of interest to those seeking innovative ways to support parents in socially excluded communities, particularly parents of children learning to talk, and so contribute to better outcomes for children, families and communities. It also contributes to our understanding of the development of parental knowledge about learning to talk in socially disadvantaged communities. 相似文献
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70.
The aim of this study was to quantify movements of Super 12 rugby players in competition because information on elite rugby players' movements is unavailable. Players were categorized into forwards [front (n = 16) and back row (n = 15)] and backs [inside (n = 9) and outside backs (n = 7)] and their movements analysed by video-based time motion analysis. Movements were classified as rest (standing, walking and jogging) and work (striding, sprinting, static exertion, jumping, lifting or tackling). The total time, number and duration of individual activities were assessed, with differences between groups evaluated using independent sample t-tests (unequal variances), while differences between halves were assessed with paired sample t-tests. Forwards had 7:47?min:s (95% confidence limits: 6:39 to 8:55?min:s, P<0.01) more time in static exertion than backs, but backs spent 0:52 (0:34 to 1:09, P = 0.01) min:s more time sprinting than forwards, and had a 0.7 (0.3 to 1.2, P = 0.01) s longer duration of each sprint. Forwards spent 7:31 (5:55 to 9:08) min:s more time in work activities (P = 0.01) and had 2.1 (1.3 to 2.8) s longer work durations (P<0.01) than backs. The results indicate frequent short duration (<4?s) work efforts followed by moderate duration (<20?s) rest for forwards, and extended (>100?s) rest duration for backs. High-intensity efforts involved static exertion for forwards (mean?±?standard deviation frequency = 80?±?17) and sprinting for backs (27?±?9). In conclusion, after nearly a decade since becoming professional, elite rugby union is still characterized by highly intense, intermittent movement patterns and marked differences in the competition demands of forwards and backs. 相似文献