全文获取类型
收费全文 | 270篇 |
免费 | 3篇 |
专业分类
教育 | 197篇 |
科学研究 | 16篇 |
各国文化 | 3篇 |
体育 | 26篇 |
文化理论 | 10篇 |
信息传播 | 21篇 |
出版年
2021年 | 2篇 |
2020年 | 3篇 |
2019年 | 4篇 |
2018年 | 5篇 |
2017年 | 11篇 |
2016年 | 8篇 |
2015年 | 5篇 |
2014年 | 7篇 |
2013年 | 65篇 |
2012年 | 12篇 |
2011年 | 5篇 |
2010年 | 11篇 |
2009年 | 8篇 |
2008年 | 3篇 |
2007年 | 4篇 |
2005年 | 3篇 |
2004年 | 4篇 |
2002年 | 2篇 |
2001年 | 2篇 |
2000年 | 3篇 |
1999年 | 6篇 |
1997年 | 3篇 |
1994年 | 4篇 |
1993年 | 7篇 |
1992年 | 5篇 |
1991年 | 3篇 |
1990年 | 2篇 |
1989年 | 3篇 |
1988年 | 4篇 |
1986年 | 2篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1980年 | 4篇 |
1979年 | 4篇 |
1978年 | 3篇 |
1976年 | 3篇 |
1975年 | 4篇 |
1973年 | 2篇 |
1972年 | 5篇 |
1970年 | 2篇 |
1969年 | 3篇 |
1968年 | 3篇 |
1967年 | 2篇 |
1966年 | 4篇 |
1964年 | 2篇 |
1959年 | 2篇 |
1941年 | 1篇 |
1929年 | 1篇 |
1923年 | 1篇 |
排序方式: 共有273条查询结果,搜索用时 15 毫秒
91.
The phenomenal growth of management education in the last two decades has been accompanied by much controversy. Critics consider that business schools tend to concentrate on theory and on quantitative analysis, while neglecting interpersonal relationships and qualitative thinking. It is often stated that management education should be experience-based, active, problem oriented and modified by feedback. The extent to which Action Learning meets these criteria is discussed in this paper. The difference between Action Learning and other types of management education is stressed.Attention is drawn to Action Learning programmes that have been conducted in Belgium, in the United Kingdom and in Australia.Various difficulties that may be encountered in introducing Action Learning to management schools are described and some strategies for overcoming these difficulties are suggested.The paper mentions problems connected with evaluating Action Learning programmes and suggests that Action Learning may be useful in management education. 相似文献
92.
Sonali Shah Cheryl Travers John Arnold 《Journal of Research in Special Educational Needs》2004,4(3):122-132
There has been much debate concerning the pros and cons of special and mainstream education for young people with a disability. This paper adds data to this debate by reporting the educational experiences of 20 high-achievers with congenital disabilities who live in the United Kingdom and were born between 1950 and 1970. It presents personal accounts of the high-achievers' perceptions of how their education, which was either purely in special schools, in mainstream schools or a combination of both, had influenced their transition to adulthood. While those who attended special school considered it to provide a supportive environment that permitted the cultivation of their personalities without the constraints of non-disabled barriers, many others thought it prevented them as disabled children from interacting with non-disabled peers, thus inhibiting social integration between the disabled and non-disabled world. This was the main perceived advantage of mainstream education although problems of physical access meant that some choices were out of reach. The findings highlight how both special and mainstream education can be compatible with career success of individual disabled people. The paper implies that a combination of the two systems may be needed to facilitate disabled students to develop psychologically, socially and cognitively at the rate of their non-disabled peers, and proposes that link schools and partial integration could contribute to the achievement of such goals. 相似文献
93.
94.
The Development of Implicit Memory From Infancy to Childhood: On Average Performance Levels and Interindividual Differences 下载免费PDF全文
Isabel A. Vöhringer Thorsten Kolling Frauke Graf Sonja Poloczek Ina Fassbender Claudia Freitag Bettina Lamm Janina Suhrke Johanna Teiser Manuel Teubert Heidi Keller Arnold Lohaus Gudrun Schwarzer Monika Knopf 《Child development》2018,89(2):370-382
The present multimethod longitudinal study aimed at investigating development and stability of implicit memory during infancy and early childhood. A total of 134 children were followed longitudinally from 3 months to 3 years of life assessing different age‐appropriate measures of implicit memory. Results from structural equation modeling give further evidence that implicit memory is stable from 9 months of life on, with earlier performance predicting later performance. Second, it was found that implicit memory is present from early on, and no age‐related improvements are found from 3 months on. Results are discussed with respect to the basic brain structures implicit memory builds on, as well as methodological issues. 相似文献
95.
Gary Kiltz Arnold Danzig Elsie Szecsy 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):135-153
The Learner‐Centered Leadership program is a new initiative that provides professional development opportunities to school administrators through a mentoring model. The focus on learner‐centered leadership reflects renewed attention to the primary role of teaching and learning in the development of school leadership expertise. With a focus on learning, the need to create collaborative structures where trust, respect and communication are promoted among the participants has been critical. In its first year, the project goal has been to develop the capacity for mentoring across districts. To create this capacity, the project has focused on building relationships among participants using a threefold process: formal workshops that introduce the districts and participants; informal gatherings that break down barriers and establish opportunities for networking; and a series of problem‐solving initiatives called a team challenge that require participants work together, communicate and cooperate to solve the challenging activities. 相似文献
96.
97.
98.
Hunter Bennett John Arnold Max Martin Kevin Norton Kade Davison 《Journal of sports sciences》2013,31(24):2806-2817
ABSTRACTThe aim of this trial was to compare an eight-week individual movement quality versus traditional resistance training intervention on movement quality and physical performance. Forty-six trained adults were randomised to a movement quality-focused training (MQ) or a traditional resistance training (TRAD) group, and performed two individualised training sessions per week, for 8 weeks. Session-RPE (sRPE) was obtained from each session. Measures of movement quality (MovementSCREEN and Functional Movement Screen (FMS)) and physical performance were performed pre- and post-intervention. All measures improved significantly in both groups (3–14.5%, p = <0.005). The between-group difference in MovementSCREEN composite score was not statistically significant (0.3, 95% CI ?3.4, 4.1, p = 0.852). However, change in FMS composite was significantly greater in MQ (1.3, 95% CI 0.8, 1.8, p < 0.001). There were no significant between-group differences in physical performance (p = 0.060–0.960). The mean sRPE was significantly lower in MQ (5.25, SD 1.2) compared to TRAD (6.6 SD 1.0, p = <0.001). Thus, although movement quality scores were not distinctly greater in the MQ group, a movement quality specific intervention caused comparable improvements in physical performance compared to traditional resistance training but at lower perceived training intensity. 相似文献
99.
James H. Mccormick Perla Subbaiah Harvey J. Arnold 《Research quarterly for exercise and sport》2013,84(4):313-322
Abstract This article presents a method to analyze the scoring of judges in springboard diving by identifying some of the components of a dive which are useful in predicting the scores of the judges. A videotape recording of 26 divers doing the front dive half-twist was made at the 1979 men's A.A.U. prequalifying meet, held at Ohio State University. The method of measurement involved the use of clear plastic grids placed over the video monitor. The maximum height of the diver above the board, distance out from the board, size and duration of splash, numerous body angles at various times during the dive, as well as deviation of twist from 180 degrees were measured. A Stepwise Multiple Regression program was used to generate a prediction equation using a subset of these variables which would best predict the total score of the judges for each dive. The equation generated included height, distance, twist, and lower body angle at the point when the diver's head was opposite the board; the equation predicted the scores of the judges with a multiple correlation coefficient R = .80. The particular variables identified would of course be different for other types of dives, and might very well differ for a new set of data for the front dive half twist. However, the method presented provides the diving community with a procedure for identifying some of the components in a particular dive that partially explain what is in the judge's mind. 相似文献
100.
David H. Arnold Janis B. Kupersmidt Mary Ellen Voegler-Lee Nastassja A. Marshall 《Early childhood research quarterly》2012
This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M = 55.9 months old, SD = 3.8). Teachers reported on children's aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better social functioning was associated with stronger academic development. Attention problems were related to poorer academic development controlling for aggression and social skills, pointing to the importance of attention in these relations. Children's social skills were related to academic development controlling for attention and aggression problems, consistent with models suggesting that children's social strengths and difficulties are independently related to their academic development. Support was not found for the hypothesis that these relationships would be stronger in boys than in girls. Some relationships were stronger in African American than Caucasian children. Children's self-reported feelings about school moderated several relationships, consistent with the idea that positive feelings about school may be a protective factor against co-occurring academic and social problems. 相似文献