全文获取类型
收费全文 | 400篇 |
免费 | 4篇 |
专业分类
教育 | 277篇 |
科学研究 | 26篇 |
各国文化 | 2篇 |
体育 | 74篇 |
文化理论 | 3篇 |
信息传播 | 22篇 |
出版年
2022年 | 3篇 |
2020年 | 7篇 |
2019年 | 14篇 |
2018年 | 16篇 |
2017年 | 17篇 |
2016年 | 15篇 |
2015年 | 4篇 |
2014年 | 11篇 |
2013年 | 105篇 |
2012年 | 6篇 |
2011年 | 5篇 |
2010年 | 6篇 |
2009年 | 7篇 |
2008年 | 9篇 |
2007年 | 7篇 |
2006年 | 8篇 |
2005年 | 10篇 |
2004年 | 8篇 |
2003年 | 10篇 |
2002年 | 10篇 |
2001年 | 6篇 |
2000年 | 10篇 |
1999年 | 4篇 |
1998年 | 2篇 |
1996年 | 6篇 |
1995年 | 3篇 |
1994年 | 8篇 |
1992年 | 10篇 |
1991年 | 2篇 |
1990年 | 4篇 |
1989年 | 3篇 |
1988年 | 3篇 |
1987年 | 2篇 |
1986年 | 3篇 |
1985年 | 4篇 |
1983年 | 2篇 |
1982年 | 5篇 |
1981年 | 3篇 |
1980年 | 6篇 |
1979年 | 4篇 |
1977年 | 3篇 |
1976年 | 3篇 |
1975年 | 2篇 |
1973年 | 3篇 |
1971年 | 4篇 |
1970年 | 2篇 |
1924年 | 3篇 |
1923年 | 2篇 |
1921年 | 3篇 |
1919年 | 1篇 |
排序方式: 共有404条查询结果,搜索用时 15 毫秒
41.
42.
This article is an excerpt from a report issued by Clayton State College and from an article by B. R. Rice and E. W. McElroy, “General Education at Clayton State College” in Outcomes: The Quarterly Journal of the Network for Outcome-Based Schools, 10 (1), Spring 1991. 相似文献
43.
Self-esteem and coping strategies among deaf students 总被引:1,自引:0,他引:1
Research studies on the determinants of self-esteem of deaf individuals often yield inconsistent findings. The current study assessed the effects on self-esteem of factors related to deafness, such as the means of communication at home and severity of hearing loss with hearing aid, as well as the coping styles that deaf people adopt to cope with everyday life in a hearing world. Data were collected among the deaf students of California State University, Northridge. Hierarchical regression modeling showed that identification with the Deaf community significantly contributed to positive self-esteem. Results also revealed that deaf students with greater degree of hearing loss and with bicultural skills that help them function in both the hearing and the Deaf community generally have higher self-esteem. Implications for further study are discussed. 相似文献
44.
45.
46.
The findings of epistemological beliefs studies in North America, Hong Kong and Taiwan were compared and interpreted in terms of the different cultural contexts and methodologies used in the research studies. Based on cross culture analysis a hypothesis for the structure of epistemological beliefs was proposed. Implications were also drawn for future research in this field, in light of the limitations and potential of existing measuring instruments. 相似文献
47.
Educational psychologists’ support roles regarding the implementation of inclusive education in Zimbabwe
下载免费PDF全文
![点击此处可从《Psychology in the schools》网站下载免费的PDF全文](/ch/ext_images/free.gif)
This article focuses on a phenomenological study of trainee/educational psychologists’ lived experiences regarding the support roles in the implementation of inclusive education practices in Zimbabwe. In‐depth phenomenological interviews were done with 16 purposely selected participants (13 trainee/educational psychologists located at three administrative offices and three experts on inclusion from three universities) and data was transcribed verbatim and thematically analyzed. Monthly/annual reports from trainee/educational psychologists were used as reference material. Three major themes emerged from the support roles: (1) diverse views on inclusion; (2) critical roles, successful and unsuccessful experiences in implementing inclusive education; and (3) impact of experiences on rendering support services. Key findings indicate that advocacy and consultation, assessment and placement, and in‐service training were viewed as critical and successful experiences, whereas negative teacher attitudes and limited resources were viewed as barriers toward the implementation of inclusive education practices. The impact of experiences indicates inadequacy in the provision of support services. Annual reports of trainee/educational psychologists indicated inadequate ongoing training on inclusive education practices. These findings are discussed in relation to the inclusive education literature. 相似文献
48.
Comparison of force-related performance indicators between heavyweight and lightweight rowers 总被引:1,自引:0,他引:1
Doyle MM Lyttle A Elliott B 《Sports biomechanics / International Society of Biomechanics in Sports》2010,9(3):178-192
The aim of this study was to examine biomechanical variables relating to the force production of men's Lightweight (LW) and Heavyweight (HW) rowing pairs. Seven HW and seven LW coxless pairs were studied under a range of stroke rates, from 20 spm to race rating (average of 33.7 spm for the HWs and 33.9 spm for the LWs). Each crew was equipped with biomechanical apparatus allowing the measurement of gate force, horizontal oar angle, and boat velocity. The HW crews exhibited significantly higher (p < 0.05) values for all variables examined, at all rates. Peak handle force was 26.2% to 30.2% higher in the HW group. Average handle force ranged from 18.7% to 22.1% higher than the LW group. Work per stroke was found to be 26% to 28% higher for the HW crews, and Power Per Kilogram was also greater for the HW crews, from 24.0% to 29.2%. The LWs were observed to be consistently, but not significantly, slower than the HWs (from 96.9% at the race situation, to 98.7% at 28 spm). These observations are important when considering biomechanical performance indicators in rowing, as significant changes in performance indicators may lead to only minimal alteration in boat velocity. 相似文献
49.
50.
J. E. Elliott 《普罗米修斯》2017,35(1):57-73
Much has been written about the remarkable rise of global university rankings from their initial appearance in the Academic Ranking of World Universities (Shanghai) tables in 2003. The examination of all things rankings, however, has arguably outpaced its conceptual uptake. This paper addresses this imbalance by reviewing prestige audits as resource management tools and status allocation measures. The paper argues that audit ambition has courted audit failure in both dimensions. The resource management justification underestimates the challenge of devising reliable proxy variables across international higher education sectors, organizational types, and disciplinary/departmental objectives. Evidential data sets are duly recast as data narratives that compete with each other and cloud the ordinal clarity aspired to in ranking tables. The status competition approach generates Matthew effects and encourages factor gaming. Positional goods investments are also socially and economically wasteful. In either strict (rigid) or relaxed (normed) form, finally, their zero-sum logic fails to account for private and public externalities. The paper closes with an appeal to soft-variable evaluations in higher education contexts as well as to closer scrutiny of the vocabulary informing both quantitative and qualitative assessments. 相似文献