全文获取类型
收费全文 | 577篇 |
免费 | 16篇 |
国内免费 | 1篇 |
专业分类
教育 | 512篇 |
科学研究 | 22篇 |
各国文化 | 8篇 |
体育 | 15篇 |
文化理论 | 2篇 |
信息传播 | 35篇 |
出版年
2021年 | 7篇 |
2020年 | 15篇 |
2019年 | 8篇 |
2018年 | 18篇 |
2017年 | 19篇 |
2016年 | 18篇 |
2015年 | 20篇 |
2014年 | 6篇 |
2013年 | 113篇 |
2012年 | 16篇 |
2011年 | 16篇 |
2010年 | 10篇 |
2009年 | 11篇 |
2008年 | 8篇 |
2007年 | 20篇 |
2006年 | 9篇 |
2005年 | 14篇 |
2004年 | 9篇 |
2003年 | 18篇 |
2002年 | 18篇 |
2001年 | 14篇 |
2000年 | 7篇 |
1999年 | 18篇 |
1998年 | 13篇 |
1997年 | 3篇 |
1996年 | 9篇 |
1995年 | 6篇 |
1994年 | 8篇 |
1993年 | 4篇 |
1992年 | 6篇 |
1991年 | 3篇 |
1990年 | 9篇 |
1989年 | 8篇 |
1988年 | 6篇 |
1987年 | 4篇 |
1986年 | 9篇 |
1985年 | 11篇 |
1984年 | 3篇 |
1983年 | 5篇 |
1982年 | 3篇 |
1981年 | 4篇 |
1980年 | 4篇 |
1979年 | 11篇 |
1977年 | 4篇 |
1976年 | 8篇 |
1973年 | 7篇 |
1972年 | 3篇 |
1971年 | 4篇 |
1968年 | 5篇 |
1923年 | 3篇 |
排序方式: 共有594条查询结果,搜索用时 31 毫秒
1.
2.
3.
4.
This study seeks to extend our knowledge of export market orientation (EMO) in the context of British universities with regard to recruitment of international students. Export marketing remains an area of limited focus in the marketization of higher education literature. The study predominantly follows a quantitative research design using survey methods. A sample of British universities was studied and partial least-squares analysis was performed. The findings indicate that four export higher education-specific variables are important drivers of EMO in universities. The paper also confirms EMO's direct effects on university export performance and its indirect effects mediated through university international reputation. In light of these findings, a number of implications are advanced for university management. The study also makes important theoretical contributions: it contributes to a growing body of literature on marketing of higher education; it enriches the export marketing literature by examining EMO in a service setting and it adds to the EMO–export performance relationship by examining the mediating role of international reputation. The findings are limited to British universities. Therefore, they may not be generalizable to other geographical areas. In addition, the results of this study were obtained from a small sample size and generalization of the findings to other higher education institutions should be made with caution. 相似文献
5.
Avi I. Mintz 《Journal of Philosophy of Education》2011,45(4):657-673
Scholars who have taken interest in Theaetetus' educational theme argue that Plato contrasts an inferior, even dangerous, sophistic education to a superior, philosophical, Socratic education. I explore the contrasting exhortations, methods, ideals and epistemological foundations of Socratic and Protagorean education and suggest that Socrates' treatment of Protagoras as educator is far less dismissive than others claim. Indeed, Plato, in Theaetetus, offers a qualified defence of both Socrates and Protagoras. Socrates and Protagoras each dwell in the middle ground between the extremes presented in the dialogue's digression, which contrasts the life of the philosopher and the life of the courtroom orator. Both Socrates and Protagoras demonstrate a serious engagement with both politics and philosophy. Theodorus presents an educational option in which theory is divorced from politics while an ignoble sophistic education is presented as political but divorced from theory. Protagorean education, in Theaetetus, emerges as superior to a base sophistic education, though it remains inferior to Socratic education. 相似文献
6.
7.
Luke Miratrix Jane Furey Avi Feller Todd Grindal Lindsay C. Page 《Journal of research on educational effectiveness》2018,11(1):133-162
Estimating treatment effects for subgroups defined by posttreatment behavior (i.e., estimating causal effects in a principal stratification framework) can be technically challenging and heavily reliant on strong assumptions. We investigate an alternative path: using bounds to identify ranges of possible effects that are consistent with the data. This simple approach relies on fewer assumptions and yet can result in policy-relevant findings. As we show, even moderately predictive covariates can be used to substantially tighten bounds in a straightforward manner. Via simulation, we demonstrate which types of covariates are maximally beneficial. We conclude with an analysis of a multisite experimental study of Early College High Schools. When examining the program's impact on students completing the ninth grade “on-track” for college, we find little impact for ECHS students who would otherwise attend a high-quality high school, but substantial effects for those who would not. This suggests a potential benefit in expanding these programs in areas primarily served by lower quality schools. 相似文献
8.
Rats are typically less accurate in their arm selections in the radial maze over successive trials in a session (Roberts & Dale, 1981). In the present study, rats’ choice accuracy declined when such trials were separated by 2-min (massed) but not by 2-h (spaced) intertriai intervals. Changing intramaze visual/tactile arm stimuli (Experiments 1 and 3) or extramaze landmark stimuli (Experiment 4) between trials weakened the massed-trials effect, but changing the number of food pellets per arm, either alone or in conjunction with changes in intramaze cues (Experiments 2 and 3), did not. The rats also tended to avoid the spatial locations of their last four choices on a previous trial during their first four choices on a current trial, and more so with massed than with spaced trials. These findings indicate that intertriai proactive interference (PI) occurred only with massed trials and was weakened by changing intra- and extramaze cues between such trials. 相似文献
9.
The purpose of this study was to investigate the impact of imagery interventions on the vocabulary acquisition abilities of
second grade students. A total of 15 students were randomly assigned to three different intervention conditions: Word Only,
which involves the simple verbal presentation of a vocabulary word; Dual Coding, in which a picture was paired with the vocabulary
word, and Image Creation, in which students were told to create a mental picture of the vocabulary word in their mind and
draw it on paper. These students were taught a total of 21 vocabulary words: seven animal and habitat words, seven musical
instrument terms, and seven science terms. A Latin square design was used, in which each group of students rotated through
each of the interventions, being exposed to a different treatment condition for each category of words. Participants were
measured on the number of words they were successfully able to acquire through the use of experimenter designed comprehension
measures. While no statistical significance was shown between the interventions across the word categories, a significant
difference was found between the Image Creation and Word Only interventions within the science terms category. Students also
reported that the imagery interventions facilitated the ease with which they learned the words. The findings have implications
for increasing the success of classroom instruction, specifically for presenting novel vocabulary words to early elementary
learners using imagery methods. 相似文献
10.
Avi Hofstein Ingo Eilks Rodger Bybee 《International Journal of Science and Mathematics Education》2011,9(6):1459-1483
One common theme underlying recent reports on science education is that the content of school science and its related pedagogical
approaches are not aligned with the interests and needs of both society and the majority of the students. Most students do
not find their science classes interesting and motivating. These claims are especially valid regarding those students who,
in the future, will probably not embark on a career in science or engineering but will need science and technology personally
and functionally as literate citizens. One key problem seems to be that few science programs around the world teach how science
is linked to those issues that are relevant to students’ life, environment, and role as a citizen. As a result, many students
are unable to participate in societal discussions about science and its related technological applications. This paper discusses
the need to incorporate socioscientific ideas into the science curricula more thoroughly. This recommendation is supported
by a theoretical rationale from various sources leading to a reflection about common practices in science education in three
countries: Israel, Germany, and the USA. The state-of-the-art, potentials, and barriers of effective implementation are discussed. 相似文献