全文获取类型
收费全文 | 554篇 |
免费 | 15篇 |
专业分类
教育 | 456篇 |
科学研究 | 11篇 |
各国文化 | 5篇 |
体育 | 25篇 |
文化理论 | 6篇 |
信息传播 | 66篇 |
出版年
2024年 | 1篇 |
2023年 | 2篇 |
2022年 | 4篇 |
2021年 | 7篇 |
2020年 | 11篇 |
2019年 | 15篇 |
2018年 | 19篇 |
2017年 | 28篇 |
2016年 | 17篇 |
2015年 | 20篇 |
2014年 | 25篇 |
2013年 | 108篇 |
2012年 | 27篇 |
2011年 | 23篇 |
2010年 | 27篇 |
2009年 | 19篇 |
2008年 | 23篇 |
2007年 | 20篇 |
2006年 | 15篇 |
2005年 | 14篇 |
2004年 | 10篇 |
2003年 | 20篇 |
2002年 | 19篇 |
2001年 | 12篇 |
2000年 | 8篇 |
1999年 | 4篇 |
1998年 | 5篇 |
1997年 | 11篇 |
1996年 | 12篇 |
1995年 | 4篇 |
1994年 | 6篇 |
1993年 | 7篇 |
1991年 | 4篇 |
1990年 | 2篇 |
1988年 | 4篇 |
1987年 | 4篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 4篇 |
1980年 | 1篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1972年 | 1篇 |
排序方式: 共有569条查询结果,搜索用时 46 毫秒
71.
Wendy Rowberry 《The International Journal of Art & Design Education》2002,21(2):99-105
This paper describes a partnership project between Hazel Grove High School, Stockport and Cornerhouse Gallery, Manchester, during June 2001. In celebration of National Children’s Art Day, all year 10 students (14–15 year olds) spent a full day at the Cornerhouse, engaging with different types of manga (the Japanese word for comic). Pupils explored its diversity and developed their own storyboards and graphic styles. Pupils worked alongside artist, Adela Jones, with each pupil making their own sculptural comic book at school the following week. All artwork produced was exhibited either at the Cornerhouse or at school in celebration of the project. This was a unique experience for all pupils and staff, and the outcomes of the project exceeded all expectations. 相似文献
72.
73.
The present study reports on a study conducted with 377 Australian students enrolled in grades 9 through 12. The Australian version of the Career Development Inventory (CDI-A; Lokan, 1984) and a work commitment measure modified for the Australian context (Rowley & Feather, 1987) were administered. Analyses were conducted with the four subscales of the CDI-A as the dependent measures, and two levels of work commitment (high/low), four levels of age (14–17) and gender (female/male) as the independent variables. Work commitment was moderately correlated with all subscales of the CDI-A. Gender differences were evident on work commitment and career maturity. A striking finding was the strong relationship between work commitment and the knowledge component of career maturity for females. Findings are discussed in the context of changing educational and labour market opportunities and the role of education programs in career maturity development. 相似文献
74.
Phillip Dawson Wendy Sutherland-Smith 《Assessment & Evaluation in Higher Education》2019,44(5):715-725
Contract cheating occurs when students outsource assessed work. In this study, we asked experienced markers from four disciplines to detect contract cheating in a set of 20 discipline-specific assignments. We then conducted a training workshop to improve their detection accuracy, and afterwards asked them to detect contract cheating in 20 new assignments. We analysed the data in terms of sensitivity (the rate at which markers spotted contract cheating) and specificity (the rate at which markers spotted real student work). Pre-workshop marker sensitivity was 58% and specificity was 83%. Post-workshop marker sensitivity was 82% and specificity was 87%. The increase in sensitivity was statistically significant, but the increase in specificity was not. These results indicate that markers can often detect contract cheating when asked to do so, and that training may be helpful in improving their accuracy. We suggest that markers’ suspicions may be crucial in addressing contract cheating. 相似文献
75.
Peter McIlveen Wendy Patton 《International Journal for Educational and Vocational Guidance》2006,6(1):15-27
The science and professional practices of vocational psychology and career development are brought into question via a critical polemic informed by the work of Foucault, with a particular focus on the application of theory and techniques of objective assessment and psychometrics. It is asserted that the scientific and professional discourse and constructs of traditional approaches to career development have been reified. The context of this discourse is discussed with respect to the risk that career development scientists and practitioners have become unwitting or complicit instruments of a broader economic and political discourse. Their alignment with the client is ultimately questioned. 相似文献
76.
Previous studies have demonstrated that children's goals are associated with their success in peer relationships. The current study extends earlier findings by examining changes in children's goals during hypothetical conflicts. Participants were 252 children ages 9 to 12 years old (133 boys, 119 girls). As predicted, children's goals changed significantly when they encountered obstacles to conflict resolution, and these changes were predictive of their subsequent strategy choices. Both aggressive- and submissive-rejected children were more likely to evidence antisocial changes in their goals, including an increased desire to retaliate. They also showed reluctance to forego instrumental objectives. Other findings highlighted the need to investigate the combinations of goals children pursue as predictors of their strategies and the quality of their peer relationships. 相似文献
77.
78.
Peter McIlveen Wendy Patton 《International Journal for Educational and Vocational Guidance》2007,7(2):67-80
This conceptual paper introduces the Theory of Dialogical Self to the career development literature. The life themes component of the Theory of Career Construction is the focus of application for dialogical self. It is proposed that the notion of dialogical self may contribute to understanding how individuals construct the career-related life themes. Dialogical self is thus presented as a promising theoretical construct to augment the explanatory capacity of the Theory of Career Construction and the constructivist, narrative approach to career theory in general. Implications for career counselling are presented. 相似文献
79.
80.
Recognition at the full professional level of engineers coming from two different countries with totally different systems is a very difficult task. However, in the context of globalization of all human activities, particularly engineering services, it is essential that well-developed countries take very serious efforts using an open-minded approach to establish the parameters that will permit the ultimate objective of international recognition to be achieved. While there are many ways to move toward this objective, one recognized method of making very important steps is certainly the signature of mutual recognition agreements by major players in the trade of engineering services. In this context, this paper presents the features of a bilateral agreement that has been signed between France and Canada for the recognition of engineers at the full professional level from both countries. This agreement is the first of its kind for Canada. Many features of the agreement are worthy of note for others trying to identify the parameters to achieve an agreement between two countries having very different systems. How this success was achieved is explained, giving full attention to those factors that contributed to the conclusion of this agreement. 相似文献