首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   20341篇
  免费   3篇
  2024年   1篇
  2023年   1篇
  2021年   1篇
  2020年   1篇
  2019年   2篇
  2018年   3483篇
  2017年   2812篇
  2016年   2244篇
  2015年   187篇
  2014年   70篇
  2013年   59篇
  2012年   557篇
  2011年   2377篇
  2010年   2511篇
  2009年   1467篇
  2008年   1695篇
  2007年   2167篇
  2006年   20篇
  2005年   211篇
  2004年   161篇
  2003年   113篇
  2002年   57篇
  2001年   30篇
  2000年   52篇
  1999年   13篇
  1998年   19篇
  1997年   16篇
  1996年   7篇
  1994年   1篇
  1990年   7篇
  1976年   1篇
  1969年   1篇
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
11.
12.
13.
14.
15.
16.
17.
18.
19.
Racial reckoning is defined as the subjugation of Black, Indigenous, and people of Color (BIPOC) to racial hierarchies and subordinate groups that influence multiple well-being outcomes throughout the developmental lifespan and across generations. With the two pandemics of racial reckoning and COVID-19 amidst a growing controversial political landscape, topics around civic engagement have been brought to the forefront of community conversation. Discussions surrounding civic engagement must go beyond addressing issues of public concern and examine the vehicle in which civic engagement may be delivered. This is becoming increasingly important as civic engagement is one of the main avenues of social change through individual and collective action, particularly regarding racial reckoning and healthcare disparities highlighted by COVID-19. The paper focuses on civic engagement among ethnic minority youth and young adults. An integrated model of civic engagement was created based off what was learned through this review. This proposed model of civic engagement is meant to be the first step to addressing the gap in civic engagement literature for ethnic minority youth. Weaknesses and future considerations regarding the model will also be discussed, as well as any implications for ethnic minority youth and young adults.  相似文献   
20.
The essay examines the argument advanced by E.D. Hirsch, Jr., for instituting ‘cultural literacy’ as a fundamental priority of schools. A number of confusions and equivocations in Hirsch's reasoning are identified, and the propensity of his project to indoctrinate is exposed. Among the features of Hirsch's argument shown to be troubling are his shifting construal of ‘language’, his inconsistency about the requirements of cultural literacy, and his uncritical relation to traditional images of the American past and present. The upshot is to raise the question why Hirsch's project has elicited wide support and praise.  相似文献   
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号