全文获取类型
收费全文 | 1491篇 |
免费 | 25篇 |
国内免费 | 3篇 |
专业分类
教育 | 1109篇 |
科学研究 | 76篇 |
各国文化 | 19篇 |
体育 | 149篇 |
文化理论 | 12篇 |
信息传播 | 154篇 |
出版年
2022年 | 8篇 |
2021年 | 16篇 |
2020年 | 39篇 |
2019年 | 52篇 |
2018年 | 62篇 |
2017年 | 86篇 |
2016年 | 63篇 |
2015年 | 54篇 |
2014年 | 45篇 |
2013年 | 338篇 |
2012年 | 46篇 |
2011年 | 50篇 |
2010年 | 35篇 |
2009年 | 44篇 |
2008年 | 42篇 |
2007年 | 39篇 |
2006年 | 32篇 |
2005年 | 26篇 |
2004年 | 27篇 |
2003年 | 12篇 |
2002年 | 30篇 |
2001年 | 17篇 |
2000年 | 24篇 |
1999年 | 13篇 |
1998年 | 16篇 |
1997年 | 21篇 |
1996年 | 24篇 |
1995年 | 22篇 |
1994年 | 26篇 |
1993年 | 16篇 |
1992年 | 10篇 |
1991年 | 6篇 |
1990年 | 13篇 |
1989年 | 11篇 |
1988年 | 10篇 |
1987年 | 5篇 |
1986年 | 12篇 |
1985年 | 6篇 |
1984年 | 11篇 |
1983年 | 12篇 |
1982年 | 8篇 |
1981年 | 10篇 |
1980年 | 9篇 |
1979年 | 7篇 |
1978年 | 10篇 |
1976年 | 6篇 |
1975年 | 8篇 |
1974年 | 6篇 |
1973年 | 5篇 |
1971年 | 5篇 |
排序方式: 共有1519条查询结果,搜索用时 15 毫秒
61.
Assessing the impact of the Graduate Certificate in Anatomical Sciences Instruction: A post‐degree survey 下载免费PDF全文
April Richardson‐Hatcher Brian MacPherson Douglas Gould Jennifer Brueckner‐Collins 《Anatomical sciences education》2018,11(5):516-524
There are few graduate programs available for pursuing a doctorate in anatomy where students gain specific training in gross anatomy dissection and the responsibilities of a medical educator. In light of this fact, the University of Kentucky created a Graduate Certificate in Anatomical Sciences Instruction in 2006. This 12‐credit hour curriculum includes detailed training in gross anatomy and/or neuroscience courses, practicum experiences, a seminar class in pedagogical literature, and a course in educational strategies for the anatomical sciences. The award of certificate completion affirms that the candidate has demonstrated faculty‐supervised proficiency in anatomy dissection, instruction in anatomy topics, and teaching strategies for anatomy. Seventeen graduate students have earned the certificate since its inception; nine students accepted teaching positions in anatomy following their graduate training and currently nine certificate graduates have assistant (six) or associate (three) professor positions in academia. In 2016, an anonymous survey including Likert‐style and open‐ended questions was emailed to all certificate graduates. Graduates favorably responded (each question averaged 4.4 or greater out of 5) that the certificate increased their awareness of teaching‐faculty responsibilities, adequately prepared them for teaching‐related duties, and positively contributed toward their first employment. Graduates indicated that the lecturing and dissection experience, awareness of faculty responsibilities, and job preparation (e.g., teaching philosophy development) were the most helpful aspects of the certificate. These results indicate that the Graduate Certificate in Anatomical Sciences Instruction is viewed by its graduates and their employers as a valuable teaching credential that can be attained alongside a basic science degree. Anat Sci Educ 11: 516–524. © 2018 American Association of Anatomists. 相似文献
62.
Shelby Waldron J. D. DeFreese Johna Register-Mihalik Brian Pietrosimone Nikki Barczak 《Quest (Human Kinetics)》2020,72(1):1-18
ABSTRACTThere is a growing trend toward specialization in American youth sport, evident in the number of elite youth competitions and position statements from major medical organizations. Despite growing interest on this topic for kinesiology professionals within higher education, there is a dearth in research regarding the relationship between specialization and athlete health outcomes, especially psychosocial outcomes. This critical review describes specialization theory and the limited extant research on the costs and benefits of single-sport specialization. Topics include: (a) the proposed benefits of specialization from the performance perspective; (b) early specialization and alternative sport participation pathways; (c) the posited psychosocial and physical health risks of sport specialization; (d) ethical concerns; and (e) methodological issues and recommendations for future research. Deeper understanding of the costs and benefits of sport specialization has significant practical implications for youth athletes’ performance and well-being and for other relevant stakeholders in the youth sport system. 相似文献
63.
The Global Postcards column is pleased to publish two contributions from Joshua Finnell and his colleagues. The first contribution with Brian Cain documents the themes and conversations of the Research Data Access and Preservation Summit (RDAP) in April 2017. The second contribution from Joshua with Stacy Konkiel documents the creation and sustainment of the Library Pipeline, a grassroots library organization. Finally, coeditor Robin Kear provides a personal synopsis of her attendance at the IFLA World Library & Information Congress (WLIC) in Wroclaw Poland in August 2017.
We always welcome contributions. If you would like to send a submission, please contact either of the column's coeditors: Jacqueline Solis, jsolis@email.unc.edu, and Robin Kear, rlk25@pitt.edu. 相似文献
64.
Kenneth Tobin Leonie Rennie Grady Venville Hye-Eun Chu Peter Fensham James Gallagher Reinders Duit Wolfgang Graeber Ed van den Berg Brian Hand Stephen Ritchie Justin Dillon 《Cultural Studies of Science Education》2011,6(3):783-793
For almost a half century David F. Treagust has been an exemplary science educator who has contributed through his dedication and commitments to students, curriculum development and collaboration with teachers, and cutting edge research in science education that has impacted the field globally, nationally and locally. A hallmark of his outstanding career is his collaborative style that inspires others to produce their best work. 相似文献
65.
Francis A. Mcguire Brian J. Mihalik James R. Pope Jr. 《Research quarterly for exercise and sport》2013,84(3):291-293
Abstract Students (N = 104) enrolled in four low fitness, one middle fitness, and one high fitness class in basic physical education classes at the University of Connecticut participated in a 4-week program of isometric exercises done with an adjustable nylon belt which was stabilized against various body segments. Low, middle, and high fitness classes were compared in the amount of improvement made in the 5 items in which significant gains had been made. The MWF classes which did 30 min. of isometric exercises for 12 class meetings were compared to the TTh classes which met for 8 class meetings and which did the same isometric exercise program and in addition did stretching exercises and ran a mile. When all groups were treated together, mean gains of 1.1 in. in the vertical jump, .74 sec. in the agility run, .17 sec. in the 30-yd. dash, 151.9 lb. in the leg lift, and 57.0 lb. in the back lift were made. These were all significant at the 0.005 to the 0.0005 level. Small but significant gains were made in right and left grip, the Fait endurance hang, and the 380-yd. run. The low fitness classes made greater improvements in the leg lift, the vertical jump, and the agility run than did the middle or high fitness groups. The high fitness class made greater improvements in the back lift and in the 30-yd. dash than did the low or middle fitness classes. The classes which did only isometric exercises for a half-hour three times each week for 4½ weeks made greater mean gains in the vertical jump, the agility run, the 30-yd. dash and the back lift than did the classes which met for 60-min. periods twice each week for 4½ weeks and did stretching exercises and running in addition to the isometric exercises. However, the latter made greater gains in the leg lift. 相似文献
66.
This paper reports the findings of an investigation aimed at gaining a clearer understanding of the nature of vocabulary difficulties
associated with dyslexia and associated risk status. Three studies were conducted to examine preschoolers’ access and mastery
of syntactic- and phonological-based processes believed to support word learning. Results are reported for 82 participants
whose (reading) risk status was assessed from a composite of measures known to be related to reading development. As expected,
risk status correlated positively with participants’ ability to recall the phonological form of novel nouns. No relationship
was found between risk status and participants’ use of syntactic form-class cues in interpreting the noun class of novel names
in isolation. However, the ability to use form-class cues was impaired for at-risk participants on a task that required them
to learn both the phonological form and noun class. Findings are discussed in relation to the suggestion that limitations
in processing resources such as working memory rather than in the availability of language structures may be at the root of
the reported poor performance by at-risk children on vocabulary and other linguistic measures.
相似文献
Megan Louise GilliverEmail: Email: |
67.
Brian R. Belland 《Educational Psychology Review》2011,23(4):577-600
Problem solving is an important skill in the knowledge economy. Research indicates that the development of problem solving
skills works better in the context of instructional approaches centered on real-world problems. But students need scaffolding
to be successful in such instruction. In this paper I present a conceptual framework for understanding the effects of scaffolding.
First, I discuss the ultimate goal of scaffolding—the transfer of responsibility—and one way that scholars have conceptualized
promoting this outcome (fading). Next, I describe an alternative way to conceptualize transfer of responsibility through the
lens of distributed cognition and discuss how this lens informs how to promote transfer of responsibility. Then I propose
guidelines for the creation of problem solving scaffolds to support transfer of responsibility and discuss them in light of
the literature. 相似文献
68.
Title IX and Retaliation: The Impact of Jackson v. Birmingham Board of Education on Higher Education
Kerry Brian Melear 《Journal of Personnel Evaluation in Education》2007,19(3-4):91-103
In 2005, the United States Supreme Court rendered a closely divided opinion that extends the protections against discrimination
provided by Title IX of the Education Amendments of 1972 to include a private cause of action for retaliation in Jackson v. Birmingham Board of Education. Therefore, “whistleblowers,” or employees who report allegedly discriminatory practices, can file suit against employers
who retaliate against them on the basis of their complaints under the auspices of Title IX, which prohibits discrimination
“on the basis of sex” by recipients of federal education funds. Unlike other federal anti-discrimination laws such as Title
VII of the Civil Rights Act of 1964, retaliation is not expressly mentioned within the text of Title IX, and the Supreme Court
reasoned that the broad language of the statute encompasses implied protections against retaliation, regardless of the gender
of the employee who alleges retaliatory action. As a result of Jackson, the first generation of litigation against colleges and universities under this expanded standard has begun to navigate
the federal courts. This article analyzes the Supreme Court’s opinion in Jackson and the related cases representing the first application of the retaliation standard articulated therein to colleges and
universities. The article concludes with suggestions for insulation from liability associated with alleged retaliation claims
against administrators and educational institutions. 相似文献
69.
70.
[1]视频游戏玩家或许会从消灭坏人的游戏中得到意想不到的好处——好的视力。玩“动作类”视频游戏会提高视觉能力,这对于像阅读和晚上驾驶汽车这样的任务来说至关重要,一项新的研究表明。 相似文献