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501.
Colin Richards 《Education 3-13》2013,41(4):365-370
This paper summarises some English research findings related to educational inequality, particularly in inner urban schools. It documents how differences related to relative poverty are reflected in patterns of educational attainment as revealed by national tests results. It considers and evaluates how the issue of educational inequality in England has been tackled. 相似文献
502.
The notions of lifelong learning and a learning society have been an important policy driver in the European Union at both the Commission and national government levels for a number of years. Overall, these policies aim to promote the twin goals of competitiveness in international markets and social cohesion within the still-expanding borders of the Union itself. To date, however, the impact of this emphasis on lifelong learning has been relatively slight. This article argues that this is in part because the policy process in relation to the development of a learning society is based on a view of governance and power that is open to reasoned dispute, and is, therefore, bound to disappoint in relation to its espoused goals. It is suggested that, rather than implementation being the main ‘problem’ of policy, the policy context inevitably generates many recontextualizations and renegotiations of meanings according to the situations and the actors involved, thereby undermining the notion of ‘implementation’ as a technical-rational process. It is argued that the complex negotiations enacted at local level reveal and are fashioned by tensions between the membership resources available to actors. This emphasizes complexity, diversity, and difference in policy processes, bringing to the fore a communicative and distributed approach to policy rather than one that is technical and centralizing. 相似文献
503.
Cameron Fincher 《Quest (Human Kinetics)》2013,65(1):4-15
As universities and colleges have changed, so has the role of faculty. Greater accountability is expected for faculty time and effort. This paper considers faculty roles by the institution preparing new faculty, the institution hiring new faculty, and the new faculty member themselves. All institutions are seeking faculty who are triple threats: integrate discovery, learning, and engagement; increase and maintain knowledge and technology; and involve students in their professional lives. Institutions preparing new faculty must develop models that stress not only quality research, but address the balance of faculty roles. Hiring institutions must select new faculty so that interest and balance match institutional goals. New faculty must understand what they want from academic life and seek appropriate institutions. 相似文献
504.
505.
Relationship between vertical stiffness and soft-tissue injuries in professional Australian football
Daniel Sporri Matthew J. Pine Matthew L. Cameron Robert W. Spurrs Robert G. Bower 《Journal of sports sciences》2013,31(21):2425-2432
ABSTRACTSoft-tissue injuries are common in Australian football. Recently, literature has identified non-modifiable and modifiable risk factors, including vertical stiffness (Kvert). However, limitations regarding measurement frequency and duration exist; thus, further information is required about the role of Kvert as a modifiable risk factor for injury. This study examined the seasonal variation in Kvert and its relationship to soft-tissue injuries in professional Australian football. The mean Kvert and bilateral asymmetry were assessed and compared between injured and non-injured players. For the seasonal analysis, 56 players were tested across two seasons with no variation in bilateral asymmetry evident (p= 0.33). While there were generally no changes in Kvert, the value from the end of the second pre-season revealed 5% lower values than the mean of two seasons (p= 0.02). Considering the injury analysis, 21 lower-body soft-tissue injuries were recorded from 18 participants. No differences were recorded for mean Kvert between the injured and non-injured groups (p= 0.16–0.76). When assessing Kvert asymmetry, the injured group displayed a 4.5% higher value than the non-injured group at the end of the pre-season test (p= 0.03) but not at other time-points (p= 0.16–0.99). Higher Kvert bilateral asymmetry measures after the pre-season appear to be related to lower-body soft-tissue injury in professional Australian footballers. Medical and conditioning staff should consider this measure when trying to mitigate the onset of injury or identify at-risk players. 相似文献
506.
Stephen Behan Sarahjane Belton Cameron Peers Noel E O’Connor Johann Issartel 《Journal of sports sciences》2013,31(22):2604-2612
ABSTRACTFundamental movement skills (FMS) are the basic building blocks of more advanced, complex movements required to participate in physical activity. This study examined FMS proficiency across the full range of Irish primary school children (n = 2098, 47% girls, age range 5–12 years). Participants were assessed using the Test of Gross Motor Development, 3rd edition (TGMD-3), Victorian Fundamental Movement skills manual, and the balance subtest from the Bruininks-Oseretsky Test of Motor Proficiency 2 (BOT-2). Independent sample t-tests and a one way between groups ANOVA with planned comparisons were used analyse sex and age differences. Mastery or near mastery of skills ranged from 16% for overhand throw, to 75.3% for run. Girls scored significantly higher than boys in the locomotor and balance subtests with the boys outperforming the girls in object control skills. Improvements in ability can be seen over time (F(8,1968) = 70.18, p < 0.001), with significant increases in FMS proficiency seen up to the age of 10, after which proficiency begins to decline. The findings demonstrate the low levels of FMS proficiency amongst Irish primary school children, the differences between sex that exist, and highlights the need for more programmes that focus on developing these FMS at an early age. 相似文献
507.
This longitudinal study examined change in adolescents' daily range of emotional states between early and late adolescence. A sample of 220 youth provided reports on their daily emotions at random times during two 1-week periods. At Time 1 they were in the fifth through eighth grades; 4 years later, at Time 2, they were in the ninth through twelfth grades. Results showed that average emotional states became less positive across early adolescence, but that this downward change in average emotions ceased in grade 10. The results also showed greatest relative instability between youth in the early adolescent years--correlations over time were lower--with stability increasing in late adolescence. Lastly, the study found that adolescents' average emotions had relatively stable relations to life stress and psychological adjustment between early and late adolescence. As a whole, the findings suggest that late adolescence is associated with a slowing of the emotional changes of early adolescence. 相似文献
508.
Websites for colleges and universities have become the primary means for students to obtain information in the college search
process. Consequently, institutions of higher education should target their websites toward prospective and current students’
needs, interests, and tastes. Numerous parameters must be determined in creating a school website (e.g. number of links, page
size, use of graphics, utilization of dynamic elements, and menuing options). This research details a decision support framework
based upon Kohonen self-organizing feature maps to determine students’ specific preferences for school websites. This research
attempts to remove some of the subjectivity in designing a school website by finding the commonalities among websites that
students find appealing and effective. Self-organizing feature maps are employed as a clustering method to compare the school’s
current website to other sites that students find both appealing and effective. 相似文献
509.
Research Findings: This study examined the contributions of motor skills and executive function (EF) to early achievement. Participants were 7,797 children (3,889 girls) between 36 and 72 months of age from 6 countries in East Asia and the Pacific. Fine and gross motor skills, EF, language and literacy achievement, and mathematics achievement were evaluated using the East Asia-Pacific Early Child Development Scales, a tool that assesses child development in 7 domains. Children’s caregivers provided demographic information. There were 3 salient findings. First, gross and fine motor skills predicted both language and literacy and mathematics achievement. Second, in general, fine motor skills contributed more to the prediction of early achievement than gross motor skills. However, there were no differences between the contributions of fine and gross motor skills to the prediction of early language and literacy in Papua New Guinea or early mathematics in Timor-Leste. Third, EF partially mediated the relation between both early achievement and gross and fine motor skills in the overall sample, Cambodia, and Timor-Leste and fully mediated the association of gross motor skills and early achievement in China, Mongolia, Papua New Guinea, and Vanuatu. Practice or Policy: Implications of the findings for early childhood education are discussed. 相似文献
510.
Neva M. Viise Herbert C. Richards Meeli Pandis 《Scandinavian Journal of Educational Research》2013,57(4):425-453
In this study, we investigated the link between the orthographic transparency of a language and the ease or difficulty of acquiring spelling proficiency in that language. The two languages compared are English, with a highly irregular sound-to-print correspondence, and Estonian, a Finno-Ugric language that has one of the most highly regular sound-to-print matches among alphabetic languages. Our study finds Estonian students able to use their early knowledge of stable letter-sound correspondence to attain a high level of spelling proficiency as early as first grade. English students progress more slowly along a predictable pattern of acquiring proficiency based on increasingly more difficult word features. The final indication is that progress in spelling is highly dependent on the orthographic depth of the language being studied. 相似文献