全文获取类型
收费全文 | 226篇 |
免费 | 1篇 |
专业分类
教育 | 173篇 |
科学研究 | 7篇 |
各国文化 | 2篇 |
体育 | 21篇 |
文化理论 | 2篇 |
信息传播 | 22篇 |
出版年
2023年 | 1篇 |
2022年 | 1篇 |
2021年 | 6篇 |
2020年 | 7篇 |
2019年 | 16篇 |
2018年 | 16篇 |
2017年 | 17篇 |
2016年 | 12篇 |
2015年 | 7篇 |
2014年 | 8篇 |
2013年 | 57篇 |
2012年 | 6篇 |
2011年 | 4篇 |
2010年 | 4篇 |
2009年 | 3篇 |
2008年 | 4篇 |
2007年 | 4篇 |
2006年 | 2篇 |
2005年 | 3篇 |
2004年 | 3篇 |
2003年 | 4篇 |
2002年 | 3篇 |
2001年 | 1篇 |
2000年 | 1篇 |
1999年 | 1篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1990年 | 2篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1986年 | 5篇 |
1985年 | 1篇 |
1982年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1977年 | 1篇 |
1975年 | 2篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1971年 | 1篇 |
1969年 | 1篇 |
1968年 | 2篇 |
1967年 | 1篇 |
1966年 | 1篇 |
1964年 | 1篇 |
1963年 | 1篇 |
1962年 | 1篇 |
1955年 | 1篇 |
排序方式: 共有227条查询结果,搜索用时 0 毫秒
131.
Social justice-oriented teacher education can guide preservice teachers toward greater critical sociocultural knowledge, analytic skills, social responsibility, and commitment to act in the interest of providing all students with high quality educational experiences. This qualitative case study examines how arts-based inquiries in social justice-oriented teacher education can provide the necessary generative spaces for developing preservice teachers’ critical sociocultural knowledge. Data were drawn from student interviews and reflective papers across four sections of a course employing collaborative, arts-based inquiry. Findings highlight the cumulative knowledge, pleasure, anxiety, confrontation with material and symbolic bodies, and self-transformations that can develop from art practices and help to awaken preservice teachers’ critical consciousness for teaching for social justice. 相似文献
132.
Miriam Heller Stern 《Journal of Jewish Education》2013,79(3):16-26
As I look back on my professional career of some fifty years and try to summarize the guiding principles in my work, I wish to acknowledge my indebtedness to the protagonists and advocates of the community concept and responsibility for Jewish education, the men who were my mentors, teachers and senior colleagues. Foremost among them was Samson Benderly, under whose influence and guidance I came when I was seventeen and continued to be under his influence during my association with the New York Bureau of Jewish Education for fourteen years. The other men were those who were associated with Dr. Benderly: Isaac B. Berkson, Israel Chipkin, Alexander Dushkin, Emanuel Gamoran, Leo Honor and Albert Schoolman. During my professional work, I had the opportunity to meet and work with this distinguished group of Jewish educators, and their influence on me, personally and via their writings, was çompelling. 相似文献
133.
134.
135.
136.
Amelia Guadalupe-Grau Lorena Rodríguez-García Rafael Torres-Peralta David Morales-Álamo Jesús Gustavo Ponce-González Ismael Pérez-Suarez 《European Journal of Sport Science》2016,16(4):455-464
Objectives: This study was designed to investigate the association of gender, fibre type composition, and anaerobic performance with the basal skeletal muscle signalling cascades regulating muscle phenotype. Design: Muscle biopsies were obtained from 25 men and 10 women all young and healthy. Methods. Protein phosphorylation of Thr172AMPKα, Ser221ACCβ, Thr286CaMKII as well as total protein abundance of PGC-1α, SIRT1, and CnA were measured by Western blot and anaerobic performance by the Wingate test. Results: Percent type I myosin heavy chain (MHC I) was lower in men (37.1?±?10.4 vs. 58.5?±?12.5, P?.01). Total, free testosterone and free androgen index were higher in men (11.5, 36.6 and 40.6 fold, respectively, P?.01). AMPKα phosphorylation was 2.2-fold higher in men compared to women (P?.01). Total Ser221ACCβ and Thr286CaMKII fractional phosphorylation tended to be higher in men (P?=?.1). PGC1-α and SIRT1 total protein expression was similar in men and women, whereas CnA tended to be higher in men (P?=?.1). Basal AMPKα phosphorylation was linearly related to the percentage of MHC I in men (r?=?0.56; P?.01), but not in women. No association was observed between anaerobic performance and basal phosphorylations in men and women, analysed separately. Conclusion: In summary, skeletal muscle basal AMPKα phosphorylation is higher in men compared to women, with no apparent effect on anaerobic performance. 相似文献
137.
Bernard H. Stern 《College Teaching》2013,61(2):60-62
This study examines factors affecting students’ performances in an Introductory Sociology course over five semesters. Employing simple and ordered logit regression models, the author explains final grades by focusing on individual demographic and educational characteristics that students bring into the classroom. The results show that a student's overall grade point average (GPA) and the number of class days missed are significant predictors of performance in the Introductory Sociology course. Findings also identify minority status and grade level as contributory factors in explaining differences in superior performance in the course. Given that the results of this study offer evidence for commonly held assumptions about the positive association between regular class attendance and good grades, it is recommended that students be encouraged to attend more class sessions. The study also confirms that students who do well in an Introductory Sociology course generally do well in other subjects, as validated by their concurrent GPA. 相似文献
138.
139.
140.
Julian Stern 《British Journal of Religious Education》2014,36(1):18-38
This article investigates the educational value of research studied by exploring the influence on a range of religious education professionals from a set of research seminars. The seminar series, sponsored by the Westhill Endowment Trust, has been running since 2004, bringing together teachers, advisors and higher education professionals working on religious education in UK schools and internationally. The seminars have been intended to develop the relationship between research and professionals, and they have generated a number of publications. Eleven seminars involving a total of 167 participants are analysed in terms of what participation in the seminars may have influenced (the professionals, pupils, schools), which aspects of the seminars were influential and why the seminars were influential. This article describes the process of developing appropriate methods to investigate both the influence of research seminars and the results of their use. The research includes a questionnaire and follow-up interviews. The most significant indications show that the seminars influenced pupils in schools and professionals; the publications from the seminars had a distinctive influence, and spending time to think and discuss about religious education was at least as influential as the presentations by researchers. 相似文献