全文获取类型
收费全文 | 248篇 |
免费 | 5篇 |
专业分类
教育 | 173篇 |
科学研究 | 17篇 |
各国文化 | 1篇 |
体育 | 37篇 |
文化理论 | 4篇 |
信息传播 | 21篇 |
出版年
2023年 | 2篇 |
2022年 | 4篇 |
2021年 | 8篇 |
2020年 | 5篇 |
2019年 | 16篇 |
2018年 | 16篇 |
2017年 | 20篇 |
2016年 | 16篇 |
2015年 | 9篇 |
2014年 | 11篇 |
2013年 | 63篇 |
2012年 | 8篇 |
2011年 | 6篇 |
2010年 | 3篇 |
2009年 | 7篇 |
2008年 | 5篇 |
2007年 | 1篇 |
2006年 | 2篇 |
2005年 | 1篇 |
2004年 | 2篇 |
2003年 | 2篇 |
2002年 | 5篇 |
2001年 | 3篇 |
2000年 | 1篇 |
1999年 | 2篇 |
1998年 | 2篇 |
1997年 | 3篇 |
1996年 | 4篇 |
1995年 | 1篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1985年 | 1篇 |
1984年 | 3篇 |
1979年 | 2篇 |
1978年 | 2篇 |
1974年 | 2篇 |
1973年 | 1篇 |
1967年 | 1篇 |
排序方式: 共有253条查询结果,搜索用时 84 毫秒
1.
The Impact of Museum Purchase on the Auction Prices of Paintings 总被引:1,自引:1,他引:0
This study examines how art museumspurchasing policy influences the auction prices ofpaintings. Using a cross section of non-speculativetransactions during the period 1820–1970, we findconsiderable empirical support for the hypothesisthat public museums outside the U.S. pay above averageprices in auction markets providing higher thanaverage yields to private sellers. The typical U.S.private museums appear to be more restricted byfinancial constraints and the development of thegeneral economic conditions than their publiccounterparts. 相似文献
2.
3.
This article identifies recent, mainly Nordic, research approaches to visual arts education. A concept map was developed as a heuristic tool in order to highlight salient traits and blind spots. Contemporary research typically has its origin either in education or in the art world, with an emphasis either on art as language or on art as text. These two dimensions were used to organise the studies and to select representative exemplars in different domains. The framework helped to chart the knowledge base of, and research approaches to, visual arts education. However, the result of blending subject matter and pedagogy tended to be a ‘mixture’ of viewpoints rather than emerging domains of subject‐specific pedagogical knowledge (Lee Shulman: an ‘amalgam’). 相似文献
4.
Children from some demographic groups disproportionately receive special education (SE) services. Due to methodological shortcoming in existing work, it remains unclear whether this is due to real differences in academic needs or cultural selection/bias. Hence, in a community sample of 1250 Norwegian children, we examined the role of third grade SE services, academic test scores, behavioural problems, and teacher’s level of helplessness in mediating the effect of family socio-economic status (SES) and students’ gender on fifth-grade SE services. Results revealed no direct effects of either gender or SES on fifth-grade SE, but four mediated pathways were identified: (1) Boys had a greater likelihood of receiving fifth-grade SE services when (a) they previously received SE and (b) they experienced more ADHD symptoms, both in third grade. (2) Students from low-SES families were more likely to receive SE services in fifth grade when (a) they performed poorly in math in third grade and (b) their teacher reported greater feelings of helplessness when teaching these students. The findings are discussed with respect to the differential-needs hypothesis, mechanisms of cultural selection and the possibility of gendered selection for SE at younger ages. 相似文献
5.
6.
Manger Terje Eikeland Ole Johan Asbjørnsen Arve 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(5):711-733
International Review of Education - From a lifelong learning perspective, education during incarceration is crucial for prisoners’ rehabilitation. This article describes the authors’... 相似文献
7.
Lars Laird Iversen 《British Journal of Religious Education》2019,41(3):315-326
The idea of the classroom as a ‘safe space’ has been popular in education for at least two decades. More recently, the term has also been used by religious education scholars not least in the wake of the use of the term in the influential Council of Europe publication ‘Signposts’. In this article, I want to question the usefulness of the term ‘safe space’ within RE. The argument is not against many of the pedagogical aims and strategies that are referred to by the term ‘safe space’. However, the term is ambiguous, fraught with politicised controversy and promises more than in can deliver. These problems cannot be easily fixed by defining the term anew. The article is not only critical in its aim. It presents an alternative strategy. In the conclusion of the article, I suggest construing the RE classroom as a community of disagreement. 相似文献
8.
This paper demonstrates that while ideals of close linkages between research and teaching are widely embraced in research-oriented universities, a practice of division of labour between teaching-oriented and research-oriented staff persists. In an investigation of how the research–teaching nexus is managed at three Swedish universities, we identify a perceived misalignment between institutional incentives for individual academic staff and the needs of teaching. Under pressure from such tensions, managers are forced to deploy pragmatic strategies for the staffing of undergraduate education tasks. This includes allowing research needs and agendas to take priority over teaching needs. While managers seek to secure the participation of senior researchers in education, they often actively prefer to delegate the bulk of teaching activities to less research-active staff. Such strategies seem to reinforce existing patterns of division of labour among academic staff. 相似文献
9.
A growing body of research has emphasised the importance of school leadership practice for quality improvement in schools. Yet, little attention has been paid to the investigation of how principals reshape their leadership role and leadership practices when schools reorganise the leadership team with the purpose of increasing the number of formally assigned leaders. As such, this study provides additional insight into how moments of transitions may reshape institutional logics regarding principal leadership practice. Drawing on interviews and contextual observations of five principals in lower secondary schools, framed within a distributed perspective and theory of sense-making, we address this issue by demonstrating that regulative changes influence the normative and cognitive aspects of institutions. We argue that principals re-conceptualise leadership when they move from being solo leaders to sharing leadership, and this allows for subjective interpretations. We have identified two approaches for principal leadership practice which the reorganised leadership team can provide – the exchanging information – and collaborative discussion approaches. 相似文献
10.