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651.
Benjamin G. Serpell Jennie M. Scarvell Nick B. Ball Paul N. Smith 《Journal of sports sciences》2014,32(20):1924-1930
AbstractThe purpose of this study was to establish if vertical stiffness was greater in professional Australian rules footballers who sustained a lower limb skeletal muscle strain compared to those who did not, and to establish if a relationship between age, or training history, and vertical stiffness existed. Thirty-one participants underwent weekly rebound jump testing on a force platform over two seasons. Vertical stiffness was calculated for injured players and the uninjured cohort 1 and 3 weeks prior to sustaining an injury and at the end of preseason. Eighteen athletes were in the “uninjured” cohort and 13 in the “injured” cohort. No significant difference in vertical stiffness was observed between groups (P = 0.18 for absolute stiffness; P = 0.08 for stiffness relative to body mass), within groups (P = 0.83 and P = 0.88, respectively) or for a time*cohort interaction (P = 0.77 and P = 0.80, respectively). No relationship between age and vertical stiffness existed (r = ?0.06 for absolute and relative stiffness), or training history and vertical stiffness (r = ?0.01 and 0.00 for absolute and relative stiffness, respectively) existed. These results and others lend to suggest that vertical stiffness is not related to lower limb muscle strain injury. 相似文献
652.
Benjamin J. Lovett 《Educational Measurement》2023,42(1):112-113
Students with disabilities often take tests under different conditions than their peers do. Testing accommodations, which involve changes to test administration that maintain test content, include extending time limits, presenting written text through auditory means, and taking a test in a private room with fewer distractions. For some students with disabilities, accommodations such as these are necessary for fair assessment; without accommodations, invalid interpretations would be made on the basis of these students’ scores. However, when misapplied, accommodations can also diminish fairness, introduce new sources of construct-irrelevant variance, and also lead to invalid interpretation of test scores. This module provides a psychometric framework for thinking about accommodations, and then explicates an accommodations decision-making framework that includes a variety of considerations. Problems with current accommodations practices are discussed, along with potential solutions and future directions. The module is accompanied by exercises allowing participants to apply their understanding. 相似文献
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654.
Benjamin R. Shear 《Educational Measurement》2023,42(1):99-109
In the spring of 2021, just 1 year after schools were forced to close for COVID-19, state assessments were administered at great expense to provide data about impacts of the pandemic on student learning and to help target resources where they were most needed. Using state assessment data from Colorado, this article describes the biggest threats to making valid inferences about student learning to study pandemic impacts using state assessment data: measurement artifacts affecting the comparability of scores, secular trends, and changes in the tested population. The article compares three statistical approaches (the Fair Trend, baseline student growth percentiles, and multiple regression with demographic covariates) that can support more valid inferences about student learning during the pandemic and in other scenarios in which the tested population changes over time. All three approaches lead to similar inferences about statewide student performance but can lead to very different inferences about student subgroups. Results show that controlling statistically for prepandemic demographic differences can reverse the conclusions about groups most affected by the pandemic and decisions about prioritizing resources. 相似文献
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Joshua Benjamin Jaffe Troy Gharibani Donald Joseph Bolger 《Mind, Brain, and Education》2023,17(2):93-97
Successful word problem performance often requires understanding the linguistic relations between characters and objects. However, the keyword method promotes associating specific words with mathematical operations while neglecting the situational context. Research has thoroughly investigated the detrimental effects of individuals associating relational terminology (e.g., “more”) with mathematical operations (e.g., “addition”). The current study expands upon this line of research by examining whether undergraduate students associate verbs with mathematical operations and if verbal associations affect word problem performance. Similar to relational terminology, the participants associated verbs with operations, which significantly impacted performance. The educational implications are discussed. 相似文献
657.