全文获取类型
收费全文 | 3223篇 |
免费 | 64篇 |
国内免费 | 118篇 |
专业分类
教育 | 2335篇 |
科学研究 | 309篇 |
各国文化 | 86篇 |
体育 | 216篇 |
综合类 | 132篇 |
文化理论 | 5篇 |
信息传播 | 322篇 |
出版年
2024年 | 2篇 |
2023年 | 33篇 |
2022年 | 49篇 |
2021年 | 107篇 |
2020年 | 125篇 |
2019年 | 137篇 |
2018年 | 141篇 |
2017年 | 107篇 |
2016年 | 96篇 |
2015年 | 97篇 |
2014年 | 181篇 |
2013年 | 369篇 |
2012年 | 222篇 |
2011年 | 260篇 |
2010年 | 180篇 |
2009年 | 198篇 |
2008年 | 236篇 |
2007年 | 221篇 |
2006年 | 153篇 |
2005年 | 138篇 |
2004年 | 98篇 |
2003年 | 68篇 |
2002年 | 58篇 |
2001年 | 59篇 |
2000年 | 23篇 |
1999年 | 16篇 |
1998年 | 12篇 |
1997年 | 5篇 |
1996年 | 3篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1989年 | 1篇 |
1985年 | 2篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1979年 | 4篇 |
排序方式: 共有3405条查询结果,搜索用时 31 毫秒
11.
Glenn A. Phillips Yvonna S. Lincoln 《International journal of qualitative studies in education》2017,30(7):656-668
Research on student veterans is in an infant state. As veterans continue to enroll in institutions of higher education, researchers must explore new ways of knowing student veterans. It is not enough to only describe and model this growing demographic, researchers must also have a tool for criticism and question. The next in an important tradition of emancipatory paradigms, this article suggests a critical theory built on current critical conversations but adapted for the unique characteristics of the student veteran. The article defines the need for a critical theory (Veteran Critical Theory), explains 11 tenets for this new theory, and discusses how these tenets could be used by administrators, faculty, student affairs professionals, and students in the higher education community. 相似文献
12.
This study investigated how peer perceptions of teacher liking and disliking for a student shape students’ social cognitions by moderating associations between the student’s peer-perceived social behavior and peer liking and disliking status. We studied individual teacher liking and disliking as well as classroom norms as moderators of individual and classroom-level behavior-status associations. Peer nominations of (dis)liking, being (dis)liked by the teacher, and prosocial and aggressive behavior were gathered from 1454 students (Mage = 10.60) in 58 fifth-grade classes in the Netherlands. Results from multilevel analyses showed the teacher made a difference in particular for those students who were at-risk of low peer status, that is, those students who were perceived by many of their peers to show aggressive behavior and by few to show prosocial behavior. These students were disliked less and liked more when they were perceived by peers to be less disliked and more liked by the teacher. Furthermore, the amount of disliking associated with overt and relational aggression differed across classrooms, depending on norms of teacher liking. These findings may help teachers to understand and improve an individual student’s peer status, and alter the behavior–status dynamics in their class. 相似文献
13.
Stine Ekornes 《Scandinavian Journal of Educational Research》2017,61(3):333-353
The present study highlights teacher stress related to student mental health promotion through the relationship between perceived competence, perceived responsibility and negative emotions. Data were derived from a mixed methods design, utilizing three focus group interviews (n = 15), followed by survey research (n = 771) amongst Norwegian K–12 teachers. The results suggest that teacher stress emerges chiefly from a mismatch between feeling responsible for and being able to help students with mental health problems. The data also point to the impact of time constraints in school context. Finally, the findings reveal significantly higher levels of perceived responsibility and negative emotions amongst female teachers, and significantly lower levels of perceived responsibility amongst teachers at higher grades. 相似文献
14.
It is conventionally assumed that student ratings perform a significant function in driving improvement in pedagogical practices in higher education. As a result, this form of evaluation has gradually become institutionalised in recent decades as an essential proxy for understanding teaching and course quality in universities across the world. However, with the rise of market-based models in higher education and heightened expectations for accountability mechanisms, the role and functional purpose of ratings-based student evaluation have become increasingly confused. This rising ambiguity has created strong tensions between the seminal drive of student ratings as a tool of quality improvement, and the emerging demands for its use as a transparent accountability measure for the comparative assessment of academic performativity. So are student ratings now largely a tool of quality assurance or performance measurement, or do they remain a legitimate tool for pedagogical improvement? This paper reports on a study that responded to this critical question by considering the contemporary work of student ratings in a major Australian university. The outcomes of this research demonstrate that tension between improvement and accountability motives is causing considerable confusion and discord around the role and value of the student voice. It also reveals that academics are tending to discount the often critical insights of students on the implications of their pedagogical practices as a result of the elevating institutional role of student ratings as a proxy for teaching quality. In considering these outcomes, rising levels of academic dissonance around student ratings would suggest a necessity to consider broadened evaluative strategies that are able to more effectively capture the improvement potential offered by the student voice. 相似文献
15.
Using postcolonial and decolonial theory as a framework, this study focuses on the lived experiences of international students of color entering the United States for the first time in their lives from the global South. Our goal was to understand how they communicate/perform their dis/located identities in relation to “race” when immersed for the first time in a White settler society context. Findings from this qualitative study underscore discomfort with U.S.-centric race logics, production of ambiguity in relation to identity and race, and the growth of compassion for cultural Others as a result of becoming racial Other. The decolonial implications of such dis-identification with U.S. colonial race categories are discussed. 相似文献
16.
Lalit Sharma 《Teachers and Teaching》2017,23(4):436-450
The study explores the institutional factors which influence the impact of education in building academic entrepreneurship in higher educational institutes of Uttarakhand state, India. In order to understand the institutional barriers, the author interviewed 68 senior-level educationists, who were working in the capacity of Director General, Professor, Head, or Director in three different universities or their affiliated institutions. Based on the qualitative data obtained from interviews, we identified five major and four minor factors which were influencing the impact of education in building academic entrepreneurship in the state. The major barriers identified were – poor entrepreneurial ecosystem, poor entrepreneurial orientation, and inclination of universities and institutes to prepare students for jobs, inadequate content of the subject, need for training of entrepreneurship faculty, or specialized entrepreneurship faculty and ineffective teaching methodology. The results so obtained were further reviewed and validated on the basis of past research. The study also takes into account the institutional problems in developing academic entrepreneurship in other developing countries and compares the results. The study will help policy-makers, teachers, and educational institutions to recognize the possible shortfalls in the education system, which eventually result in poor academic entrepreneurship. Suggestions for improvements are included. 相似文献
17.
Fran Martin 《Globalisation, Societies & Education》2017,15(5):706-720
This article complicates dominant instrumentalist understandings of international student motivation by focusing on Chinese female tertiary students in Australia. Based on longitudinal fieldwork with 56 such students, it analyses motivations described by students and their parents in interviews, showing that these far exceed instrumentalism and engage tactics of both gendered risk management and cosmopolitan self-fashioning. Discussion of the gendered risks in post-socialist China that students seek to mitigate through study abroad illustrates the complexity of students’ motivations, and underlines the limitations of western European sociological theories of risk society which assume that gender inequality tends to decrease in late modernity. 相似文献
18.
Who is the expert? Construct and criteria validity of student and teacher ratings of instruction 总被引:2,自引:1,他引:2
In this article, we examine the construct and criteria validity of student and teacher ratings as indicators of instructional
features. As parsimonious measures, student and teacher reports are frequently used to assess aspects of the learning environment.
From a methodological perspective, however, both approaches have been questioned. Whereas student ratings are occasionally
criticised as being undifferentiated and easily influenced by personal preferences, teacher reports are sometimes considered
to be biased by self-serving strategies or teaching ideals. Instead of pitting one method against the other, our study aimed
at establishing the specific value of each approach. The analyses draw on data from a German extension to the 2003 PISA assessment, in which 288 mathematics
teachers and their students completed questionnaires using identical items to tap various aspects of instruction. Mean student
ratings were computed for each class. Exploratory and confirmatory factor analyses revealed specific conceptual structures
for student and teacher ratings, with teachers elaborating on the use of tasks and methods, and students focusing on their
teacher’s support in personal and learning matters. Three shared dimensions were also established: occurrence of classroom
management problems, degree of cognitive autonomy during lessons, and tempo of interaction. Teacher/student agreement on these
dimensions varied across constructs, with considerable agreement on classroom management, low agreement on cognitive autonomy,
and no significant agreement on whether or not the interaction tempo was appropriate. Accordingly, correlations with external
criteria (student motivation, teacher motivation, mathematical achievement scores, and characteristics of the tasks set in
class) also varied across constructs. We conclude that student and teacher ratings are best suited to tapping different aspects
of the learning environment, and recommend that care be taken in choosing a data source appropriate for the construct to be
measured.
相似文献
Jürgen BaumertEmail: |
19.
Kristina M. Cragg 《Research in higher education》2009,50(4):394-413
The purpose of this study is to identify student and institutional characteristics that influence the probability for graduation.
The study delves further into the probability for graduation by examining how far the student deviates from the institutional
mean with respect to academics and affordability; this concept is referred to as the “match.” The validity of the matching
model is tested using a multivariate analysis with select variables from the Beginning Postsecondary Study: 1996/2001 (BPS:96/01)
and the Integrated Postsecondary Education Data System (IPEDS). Traditional multivariate models examine the importance of
both student and institutional characteristics but assume the two are independent of one another. This study is different
in that it uses the matching model to examine the relationship between student and institutional characteristics. The results
are compared to more frequently used models and show that the relationship between students and their institutions plays an
important role in understanding the probability for graduation.
相似文献
Kristina M. CraggEmail: |
20.
石相林 《安徽广播电视大学学报》2008,(1):21-26
国际法自诞生之日起,一路走来,经历了风风雨雨,如今重陷困境。在西方文化背景下诞生的国际法因其基础理论及其方法论的偏颇,已难适应当前复杂多变的国际形势。东方文化的杰出代表—中国文化在为国际法寻找出路问题上,给人们提供了一种全新的视角。中国文化的天人合一思想、中庸思想等对解决国际法的自觉遵守问题,对国际社会的和平共处问题,对如何解决国际争端问题等作出了更为深刻的解释。中国的强大为中国学者借助中国文化的深厚底蕴为国际法作出独特贡献提供了良好时机。 相似文献