全文获取类型
收费全文 | 85篇 |
免费 | 3篇 |
专业分类
教育 | 51篇 |
科学研究 | 7篇 |
各国文化 | 1篇 |
体育 | 11篇 |
文化理论 | 3篇 |
信息传播 | 15篇 |
出版年
2021年 | 1篇 |
2020年 | 2篇 |
2019年 | 4篇 |
2018年 | 5篇 |
2017年 | 6篇 |
2016年 | 5篇 |
2015年 | 1篇 |
2014年 | 4篇 |
2013年 | 27篇 |
2012年 | 1篇 |
2011年 | 3篇 |
2010年 | 1篇 |
2009年 | 1篇 |
2008年 | 4篇 |
2007年 | 4篇 |
2006年 | 2篇 |
2005年 | 2篇 |
2004年 | 1篇 |
2003年 | 1篇 |
2001年 | 1篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1979年 | 1篇 |
1970年 | 2篇 |
1933年 | 1篇 |
排序方式: 共有88条查询结果,搜索用时 15 毫秒
61.
62.
Teresa Cremin Debra Myhill Ian Eyres Tricia Nash Antony Wilson Lucy Oliver 《Literacy》2020,54(2):49-59
In the context of renewed interest in teachers' identities as writers and the writers as artist‐educators, this paper reports upon the findings of “Teachers as Writers” (2015–2017). A collaborative partnership between two universities and a creative writing foundation, the study sought to determine the impact of writers' engagement with teachers on changing teachers' classroom practices in the teaching of writing and, as a consequence, in improving outcomes for students. The project afforded opportunities for writers and teachers to work together as learners in order to improve student outcomes. The study involved two complementary datasets: a qualitative dataset of observations, interviews, audio‐capture (of workshops, tutorials and co‐mentoring reflections) and audio‐diaries from 16 teachers; and a randomised controlled trial (RCT) involving 32 primary and secondary classes. The findings reveal that the teachers' identities and assurance as writers shifted significantly. The Arvon experience also led to pedagogic shifts which the students reported impacted positively upon their motivation, confidence and sense of ownership and skills as writers. However, these salient dispositional shifts did not impact upon the young people's attainment. The professional writers gained new understandings which substantially altered their conceptions of writers' potential contribution in schools. 相似文献
63.
Teachers’ conceptions of learning philosophies: discussing context and contextualising discussion 总被引:2,自引:1,他引:2
Tony Brown Una Hanley Susan Darby Nigel Calder 《Journal of Mathematics Teacher Education》2007,10(3):183-200
With the introduction of any new initiative into the mathematics classroom, there is often an assumption that it will produce
visible and measurable effects in teaching approaches and pupil progress. Yet, there is a body of research that tempers such
optimism, drawing attention to a series of mitigating factors, for example, the deep-seated nature of teachers’ practices,
their implicit or stated beliefs and values, and their lack of detailed awareness of how they perform in the classroom. Rather
than make associative links between these factors and the success of the initiative, our intention is to examine the ways
in which teachers are trying to interpret what the new scheme requires of them and how in turn, engaging with it causes them
to re-describe both their pedagogic understanding and classroom practices relationally to earlier approaches. Employing data
from a small project, we seek to examine four teachers’ moves to grapple with this attempted shift from one teaching paradigm
to another by considering how certain key terms serve to anchor the teachers’ conceptions of themselves during this transition
and find that their responses can be idiosyncratic and varied depending on the approaches in which they have been previously
embedded. By using theoretical ideas from some neo-Marxist writers we examine these discursive shifts and their relevance
to conceiving curriculum change. We suggest that the individual’s teaching practice develops as a result of it being understood
and enacted through a succession of ideological filters, each adding to the cumulative experience of the teacher. 相似文献
64.
Jenny A. Darby 《Assessment & Evaluation in Higher Education》2007,32(4):441-455
The study attempted to assess the validity of measures commonly used for course evaluations. Activity and attitudinal measures were included and these were related to two different control groups. The study was completed with a sample of teachers who attended a course dealing with child abuse repeated 23 times with groups of approximately 25 teachers. It was found activities undertaken after the course were more a reflection on how little effort was required to carry them out than on the effectiveness of the course. Attitude measures tended to make it appear the course had an effect. The type of control group used for comparison purposes had a marked effect on whether the course appeared to have been effective. The need to consider these factors as influential variables when interpreting data from course evaluations was stressed. 相似文献
65.
Karelis AD Fontaine J Messier V Messier L Blanchard C Rabasa-Lhoret R Strychar I 《Journal of sports sciences》2008,26(9):935-940
The purpose of this study was to examine the psychosocial correlates of cardiorespiratory fitness (VO2peak) and muscle strength in overweight and obese sedentary post-menopausal women. The study population consisted of 137 non-diabetic, sedentary overweight and obese post-menopausal women (mean age 57.7 years, s = 4.8; body mass index 32.4 kg.m(-2), s = 4.6). At baseline we measured: (1) body composition using dual-energy X-ray absorptiometry; (2) visceral fat using computed tomography; (3) insulin sensitivity using the hyperinsulinaemic-euglycaemic clamp; (4) cardiorespiratory fitness; (5) muscle strength using the leg press exercise; and (6) psychosocial profile (quality of life, perceived stress, self-esteem, body-esteem, and perceived risk for developing chronic diseases) using validated questionnaires. Both VO2peak and muscle strength were significantly correlated with quality of life (r = 0.29, P < 0.01 and r = 0.30, P < 0.01, respectively), and quality of life subscales for: physical functioning (r = 0.28, P < 0.01 and r = 0.22, P < 0.05, respectively), pain (r = 0.18, P < 0.05 and r = 0.23, P < 0.05, respectively), role functioning (r = 0.20, P < 0.05 and r = 0.24, P < 0.05, respectively), and perceived risks (r = -0.24, P < 0.01 and r = -0.30, P < 0.01, respectively). In addition, VO2peak was significantly associated with positive health perceptions, greater body esteem, and less time watching television/video. Stepwise regression analysis showed that quality of life for health perceptions and for role functioning were independent predictors of VO2peak and muscle strength, respectively. In conclusion, higher VO2peak and muscle strength are associated with a favourable psychosocial profile, and the psychosocial correlates of VO2peak were different from those of muscle strength. Furthermore, psychosocial factors could be predictors of VO2peak and muscle strength in our cohort of overweight and obese sedentary post-menopausal women. 相似文献
66.
Antony G. Philippe Fabio Borrani Guillaume Py Robin Candau 《Journal of sports sciences》2019,37(3):254-261
System theory is classically applied to describe and to predict the effects of training load on performance. The classic models are structured by impulse-type transfer functions, nevertheless, most biological adaptations display exponential growth kinetics. The aim of this study was to propose an extension of the model structure taking into account the exponential nature of skeletal muscle adaptations by using a genetic algorithm. Thus, the conventional impulse-type model was applied in 15 resistance trained rodents and compared with exponential growth-type models. Even if we obtained a significant correlation between actual and modelled performances for all the models, our data indicated that an exponential model is associated with more suitable parameters values, especially the time constants that correspond to the positive response to training. Moreover, positive adaptations predicted with an exponential component showed a strong correlation with the main structural adaptations examined in skeletal muscles, i.e. hypertrophy (R2 = 0.87, 0.96 and 0.99, for type 1, 2A and 2X cross-sectional area fibers, respectively) and changes in fiber-type composition (R2 = 0.81 and 0.79, for type 1 and 2A fibers, respectively). Thus, an exponential model succeeds to describe both performance variations with relevant time constants and physiological adaptations that take place during resistance training. 相似文献
67.
Paul Darby 《Soccer & Society》2019,20(7-8):936-947
ABSTRACTThe 1966 World Cup Finals are remembered primarily for on-field events, not least the host’s capture of the Jules Rimet trophy, the performances of the minnows of North Korea in reaching the quarter-finals and the Eusebio-inspired exploits of the tournament’s other debutants, Portugal. What is less prominent in this history but more significant in impacting the longer-term trajectory of the World Cup and the global game, are events off the field of play, specifically the decision of African nations to boycott the qualifying rounds of the tournament. This paper assesses the circumstances behind this boycott, both within FIFA and in the highly charged political climate that characterized the immediate post-colonial era. Particular attention is paid to the role of Ghana as the boycott's chief architect. Thereafter, I explore some of the intended and unintended consequences of the boycott, including its contribution to an ongoing transformation in the global governance of football. 相似文献
68.
Mary Antony Bair 《Educational studies》2016,42(5):450-464
While there are numerous calls to enhance the professionalism of teachers, there is little empirical research in the United States that examines educators’ understanding of the concept. This comparative case study compared the conceptualisation of professionalism by faculty and students in a college of education vis-à-vis the conceptualisation of the construct by faculty and students in a college of nursing and a school of social work. Findings revealed that notions of professionalism expressed by educators can be characterised as restricted, by nurses as status professionalism, and by social workers as activist professionalism. The findings suggest that in order to empower teachers to be full professionals, a deliberate attention to the development of their professionalism is needed. 相似文献
69.