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1.
This editorial paper presents 11 papers related to the special issue proposed by UNICEF on the Education Response to COVID-19. The COVID-19 pandemic provoked an education emergency of unprecedented scale. At its onset in February 2020, school closures were announced in the worst-hit countries. At the peak of the crisis, 90 per cent of learners worldwide had had their education disrupted. Some learners, especially those from the most marginalised population groups, were put at risk of permanent dropout, provoking long-term and significant negative effects on children’s life-long wellbeing and the socio-economic development of their communities and countries. This special issue, which received contributions from UNICEF staff and various researchers, focuses on the impact of school closures, the effectiveness of remote learning solutions, equity implications, the mitigation of learning loss and notions around re-opening better. Different research perspectives and evidence is gathered to help strengthen policy considerations and future planning. The conclusion emphasizes building on the innovative solutions generated by the response to the crisis to make education systems more resilient, whilst also reinforcing the focus on equity and inclusion so that pre-existing disparities are not exacerbated in the future. 相似文献
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ABSTRACTThis article suggests that situations in which multiple research teams are convened under similar conditions present an opportunity to discover factors that lead to productive collaboration. It argues that social network analysis of research team outputs becomes more valuable when paired with data about research participant perceptions; and that any variables used as indicators of collaboration need to be calibrated using datasets from multiple studies with cross-team comparisons. The article provides an example of the kind of methodology needed to achieve this, describing a study with data from four research teams based at an Australian university campus, reporting their research performance over four years under conditions in which many variables were controlled and with results augmented by a survey of participant perceptions. Findings from the study indicate that there were exceptions to hypothesized associations between participant perceptions of collaboration and specific social network analysis measures over co-authorship data. The article suggests that, given the methodological challenges of studying research teams in the field, multiple datasets combining findings such as those in the present study are a path towards the development of indicators of productive higher education research collaboration. 相似文献
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Although Affirmative Action policies have been enforced in many countries, their consequences are highly understudied, especially in the context of developing economies. Section 12(1)(c) of the Right to Education (RTE) Act enforced in 2009 is the first attempt to introduce affirmative action in primary schools in India. The act requires all private schools to reserve at least twenty five percent seats for children from economically weaker sections. To understand the effect of the act on i) social integration and ii) academic outcomes, we asked 1500 children (grades one to three) from four schools to answer friendship surveys and short tests in Mathematics and English. The schools in our sample vary considerably in constitution and were intentionally chosen to understand the impact of the act in different school settings. The friendship surveys show strong homophily i.e. non-RTE students cite other non-RTE students as friends, while RTE students chose to be friends primarily with other RTE students. Trends in test scores reveal that students admitted under the RTE quota score significantly lower than non-RTE students. However, RTE students who have a higher share of non-RTE friends have better test scores, suggesting that affirmative action may have a positive influence on learning outcomes for RTE children. Further we note that commitment from the school authorities and systematic monitoring and evaluation of the implementation of the act will go a long way in bringing out some of the benefits that this act was designed to achieve. Our findings have important policy implications with respect to ensuring proper implementation of the Section12(1)(c) of the RTE act in schools across the country. 相似文献
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Data from China demonstrate that the effect of the number of siblings on education is restricted by many factors, such as children’s gender, urban or rural household registration, whether there is only one child, the birth order of children within the family, and parents’ status. Chinese families have significant preferences for the eldest son and the youngest son. Moreover, research based on the natural experiment and instrumental variable approach suggests that market-oriented reform of education has increased the cost of family education expenditures since China’s reform and opening up, which further aggravates the negative impact on education of having many siblings in an urban setting. 相似文献
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Alejandra Mizala 《教育政策杂志》2020,35(4):529-555
ABSTRACT Reformers in developing countries increasingly seek to raise education quality. Yet we know little about the politics of improving education. One significant and instructive case of reforms designed to boost education quality comes from Chile, where in 2016 the government enacted a sweeping reform of teaching careers. This paper first uses a quantitative analysis of appearances in the news to identify key stakeholders and then turns to process tracing to analyze how and when these stakeholders influenced reform dynamics. Comparatively, the Chilean case differs from similar reforms elsewhere in Latin America due to the absence of business, the strong role of policy networks, and the final negotiated settlement with the teacher union. Theoretically, the analysis confirms general theories that emphasize the roles of distributive politics and policy networks. 相似文献
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This article discusses the rapid changes that have taken place in high-stakes examination policy in Turkey by situating the policy change in the larger debate around the transformation of the education system. A large body of literature has discussed ways in which policy changes in national examinations have interacted with the neoliberal and raced structures in education, thus contributing to the creation and reproduction of educational inequalities. This article contributes to this body of literature by discussing how changes in high-stakes examination systems have interacted with the neoliberal Islamization of education in Turkey and have contributed to the creation of new forms of inequalities. The article also demonstrates how the characteristics of policy change to high-stakes examinations can differ depending on the hegemonic power relations at play. 相似文献
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《Sport Management Review》2020,23(2):315-329
In many countries, voluntary sports clubs are the main recipients of public subsidies regarding the provision of recreational sport, and the economically most important level of government is usually the local government (i.e. the municipalities). The purpose of this article is to examine whether and how municipal framework conditions matter for sports clubs. Inspired by previous studies, we examine the role of direct and indirect public subsidies as well as facility coverage. The authors conduct analyses on a general level (for all sports) and specifically for five sports (badminton, football, gymnastics, handball and swimming). The differentiation between sports allows us to examine how municipal framework conditions might be associated differently with density and participation across sports. In the statistical analyses, the authors apply data collected among all 98 Danish municipalities. The results show that the municipal levels of direct and indirect subsidies are weakly correlated with both the density of and participation in sports clubs, while stronger correlations can be identified with regard to facility coverage. The analyses for the five sports reveal that the supply of relevant facility types is – with few exceptions – positively correlated with sports club density and participation levels within each sport. Thus, facility coverage seems to play a more important role for sports clubs than the levels of indirect and particularly direct subsidies. 相似文献
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Rodrigo Torres 《School Effectiveness & School Improvement》2018,29(3):383-417
Although teacher quality is usually signalled to be the most relevant school-level factor impacting students’ learning, little is known about the relevance of teacher effects explaining educational inequality. By using a value-added model for a cohort of 10th graders, in this work we examine the socioeconomic gap in teacher effects across Chilean secondary schools, and its importance in explaining socioeconomic inequality in students’ achievement in math and language. We found an important proportion of highly effective teachers in low-socioeconomic-status (SES) schools, but also much bigger variation in teacher effects across those schools. Variability in teacher effects decreases when moving towards higher SES schools, where there is also a smaller proportion of low-performing teachers. All in all, teacher effects have a levelling impact for students in low-SES schools when compared to those in middle SES schools, but no significant impact when compared to students in high-SES schools. 相似文献
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