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81.
Trang Thi Thuy Nguyen M. Obaidul Hamid 《Journal of Language, Identity & Education》2017,16(3):142-156
This article examines the impact of subtractive schooling, including language use in education, on the identity of a group of ethnic minority students in Central Highlands of Vietnam. Drawing on semistructured interview data, a deeper look is taken into the ways in which these students identify themselves with their languages, cultures, and social relations. Findings reveal that the subtractive power of the school language and the institutional milieu profoundly influenced their identity construction by creating the conditions for (a) the devaluation of their language and cultural identity as a consequence of the invasion of their sociocultural territory by the dominant language and culture and (b) the segregation and disunity that affected their identity construction through social relations. Although subtractive schooling apparently facilitated students’ integration into the mainstream, its invisible power forced them not only to integrate but also to bear the full burden of constructing new identities to adjust to the school environment and the mainstream society. 相似文献
82.
Alma Harris Michelle Jones Nashwa Ismail Dong Nguyen 《School Leadership & Management》2019,39(3-4):255-277
ABSTRACTThe purpose of this article is to explore the development of the knowledge base on middle leadership in schools. Since the seminal reviews conducted by Bennett a contemporary scan only of the scholarly literature on middle leaders/leadership in schools has not been undertaken. Consequently, this article looks at outputs relating to this topic by examining research papers indexed in the Web of Science and in SCOPUS between 2003 and 2017. The prime purpose of this review is to offer some reflections on the development of the empirical base on middle leadership in schools since 2003 and to highlight some of the implications for future research. The article concludes that middle leadership in schools remains an ongoing focus of research inquiry in a growing number of countries but suggests that the knowledge base would benefit from more sophisticated empirical studies and greater theoretical analysis. 相似文献
83.
Nga Thanh Nguyen Donna Tangen 《International Journal of Research & Method in Education》2017,40(5):445-455
This paper examines incorporating video-stimulated recall (VSR) as a data collection technique in cross-cultural research. With VSR, participants are invited to watch video-recordings of particular events that they are involved in; they then recall their thoughts in relation to their observations of their behaviour in relation to the event. The research draws on a larger Ph.D. project completed at an Australian university that explored Vietnamese lecturers’ beliefs about learner autonomy. In cross-cultural research, using the VSR technique provided significant challenges including time constraints of participants, misunderstandings of the VSR protocol and the possibility of participants’ losing face when reflecting on their teaching episodes. Adaptations to the VSR technique were required to meet the cultural challenges specific to this population, indicating a need for flexibility and awareness of the cultural context for research. 相似文献
84.
Gruys E Toussaint MJ Upragarin N Van EA Adewuyi AA Candiani D Nguyen TK Sabeckiene J 《Journal of Zhejiang University. Science. B》2005,6(10):941-947
INTRODUCTION The systemic acute phase reaction known to occur on infection, inflammation, trauma, burns, ma- lignancies and tissue damage in general, has been studied by scientists from various disciplines. In the last decade, emphasis has been laid on application of blood tests for acute phase reactants to monitor ani-mal health in general, as well as for human patients suffering from specified classes of diseases (Gruys et al., 2005). However, basic mechanistic patterns as- sociated wit… 相似文献
85.
INTRODUCTION Streaming of multimedia data over the Internet has rapidly increased in recent years. All commercial applications and most research in video streaming use conventional hybrid video coding. To adapt the data transmission rate on the server to the varying bandwidth caused by congestion in the Internet or to different available bandwidths of different clients, the simulcast solution is widely applied (Balk et al., 2003; Feamster et al., 2001; Schierl and Wiegand, 2004). A larg… 相似文献
86.
Jae Engle Hazel Baker-Harvey Hieu-Kevin Nguyen Hunter Carney Katherine Stavropoulos Leslie J. Carver 《Child development》2021,92(3):811-820
The ability to learn from expectations is foundational to social and nonsocial learning in children. However, we know little about the brain basis of reward expectation in development. Here, 3- to 4-year-olds (N = 26) were shown a passive associative learning paradigm with dynamic stimuli. Anticipation for reward-related stimuli was measured via the stimulus preceding negativity (SPN). To our knowledge, this is the first study to measure an SPN in children younger than age 6. Our findings reveal distinct anticipatory neural signatures for social versus nonsocial stimuli, consistent with previous research in older children. This study suggests an SPN can be elicited in preschoolers and is larger for social than nonsocial stimuli. 相似文献
87.
Stephane Guimbert Keiko Miwa Duc Thanh Nguyen 《International Journal of Educational Development》2008
One of the first achievements of post-conflict Afghanistan was to bring almost 4 million children back to school. Issues remain daunting, however, with low primary enrollment especially for girls and in rural areas and very weak learning achievements. We review some key features of the education system in Afghanistan. By matching household and school data, we assess the impact of various factors on enrollment. Overall, the analysis indicates that further increasing supply alone is unlikely to lead to higher enrollment. The analysis confirms the importance of demand factors such as the education of parents, the family language, and other community and ethnic factors. 相似文献
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This study examined the relationship between academic preparation and post-secondary educational outcomes. To uncover the factors that influence secondary-level school course-taking patterns and outcomes, multi-level modelling was conducted using data from a nationally representative sample of US secondary-level school students from the Education Longitudinal Study of 2002. Results indicated (1) significant effects from student, family and school predictors on course-taking patterns and (2) significant effects from course-taking patterns on enrollment in post-secondary institution types with math course-taking pattern having the largest impact. Implications for educators and administrators are discussed. 相似文献