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排序方式: 共有191条查询结果,搜索用时 31 毫秒
61.
Rachmatullah Arif Reichsman Frieda Lord Trudi Dorsey Chad Mott Bradford Lester James Wiebe Eric 《Journal of Science Education and Technology》2021,30(4):511-528
Journal of Science Education and Technology - This study examined students’ genetics learning in a game-based environment by exploring the connections between the expectancy-value theory of... 相似文献
62.
Morrison Judith Frost Janet Gotch Chad McDuffie Amy Roth Austin Bruce French Brian 《International Journal of Science and Mathematics Education》2021,19(6):1103-1123
International Journal of Science and Mathematics Education - This study explored how teachers engage and support students at a project-based STEM high school to identify key elements defining... 相似文献
63.
Steinmetz AB Skosnik PD Edwards CR Bolbecker AR Steinmetz JE Hetrick WP 《Learning & behavior》2011,39(4):358-370
Delay eye-blink conditioning is an associative learning task that can be utilized to probe the functional integrity of the
cerebellum and related neural circuits. Typically, a single interstimulus interval (ISI) is utilized, and the amplitude of
the conditioned response (CR) is the primary dependent variable. To study the timing of the CR, an ISI shift can be introduced
(e.g., shifting the ISI from 350 to 850 ms). In each phase, a conditioned stimulus (e.g., a 400- or 900-ms tone) coterminates
with a 50-ms corneal air puff unconditioned stimulus. The ability of a subject to adjust the CR to the changing ISI constitutes
a critical timing shift. The feasibility of this procedure was examined in healthy human participants (N = 58) using a bidirectional ISI shift procedure while cortical event-related brain potentials were measured. CR acquisition
was faster and the responses better timed when a short ISI was used. After the ISI shift, additional training was necessary
to allow asymptotic responding at the new ISI. Interestingly, auditory event-related potentials to the CR were not associated
with conditioning measures at either ISI. 相似文献
64.
Gavin L. Moir Jared M. Gollie Shala E. Davis John J. Guers Chad A. Witmer 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):492-506
To investigate the effects of different loads on system and lower-body kinetics during jump squats, 12 resistance-trained men performed jumps under different loading conditions: 0%, 12%, 27%, 42%, 56%, 71%, and 85% of 1-repetition maximum (1-RM). System power output was calculated as the product of the vertical component of the ground reaction force and the vertical velocity of the bar during its ascent. Joint power output was calculated during bar ascent for the hip, knee, and ankle joints, and was also summed across the joints. System power output and joint power at knee and ankle joints were maximized at 0% 1-RM (p < 0.001) and followed the linear trends (p < 0.001) caused by power output decreasing as the load increased. Power output at the hip was maximized at 42% 1-RM (p = 0.016) and followed a quadratic trend (p = 0.030). Summed joint power could be predicted from system power (p < 0.05), while system power could predict power at the knee and ankle joints under some of the loading conditions. Power at the hip could not be predicted from system power. System power during loaded jumps reflects the power at the knee and ankle, while power at the hip does not correspond to system power. 相似文献
65.
Enacting policy: the capacity of school leaders to support early career teachers through policy work
Early career teachers often feel overwhelmed by the complex, intense and unpredictable nature of their work. Recently, policy initiatives have been introduced to provide new teachers with extra release-time from face-to-face classroom teaching duties to assist them in their transition to the workforce. This paper reports on a critical policy study that investigated the enactment of this policy initiative. A data set was created from a larger qualitative study which investigated early career teacher resilience. Drawing on a policy enactment theoretical ‘toolbox’, the findings indicate that school leaders can empower early career teachers to move beyond being ‘receivers’ of policy to assume a more active policy role. This paper argues that school leaders are very powerful in their capacity to enact policy to ensure strategic access to appropriate on-going learning opportunities to support early career teachers. 相似文献
66.
Kayumova Shakhnoza McGuire Chad J. Cardello Suzanne 《Cultural Studies of Science Education》2019,14(1):205-229
Cultural Studies of Science Education - In this conceptual paper, we draw upon the insights of Feminist Science Studies, in particular Karen Barad’s concept of agential realism, as a critical... 相似文献
67.
68.
Ken Albrechtsen Heather Mariger Chad Parker 《Educational technology research and development : ETR & D》2001,49(3):107-115
Conclusion Imagine the possibilities of distance education in our future, even the near future. The pace of technological development
allows for increased personal interaction between people at great distances. This is the essence of distance education: to
be able to take part in an instructional activity without regard to time or distance. The potential for the Internet and other
developing technologies is impossible to forecast accurately. Who would have guessed 20 years ago today's technological advances
that allow us to expand our opportunities to learn, and to enjoy an improved lifestyle.
This is an eventful time in the world's history, with much to look forward to. However, less developed countries may not share
this positive outlook. If distance education is to spread around the globe, beyond the economic wealth of Europe, Japan and
the United States, we have to consider the particular needs of countries with lesser means. This may mean not using the highest
or latest technology available. The communications micracle brought about by the Internet facilitates the sharing of the haves
with the have-nots. It is well known that the gap is widening between the richest and poorest countries. Ironically, the very
technology that is part of widening this gap can also be used to close it.
Ken Albrechtsen completed his master's degree in Instructional Technology at Utah State University and currently is with Parker
Aerospace, Ogden, UT.
She works for the Center for Persons with Disabilities.
Chad Parker is seeking his master's degree in Instructional Technology at Utah State University and is a program manager for
the off-campus Educational Technology program. 相似文献
69.
70.
Chad HUTCHENS 《Learned Publishing》2013,26(3):159-165
Nearly every major publisher offers open access content of some sort, but open access metadata standards are non‐existent amongst content providers. Users, librarians, content providers, and technology vendors who offer OpenURL resolvers and discovery services all stand to benefit from standardized ways to indicate what content is open access and what is not. Additionally, all stakeholders would benefit from a standardized method by which one can ascertain what form of open access any content may be; indeed, there are many definitions of open access. There is ample evidence that every publisher handles their content metadata differently and this creates inefficiencies in the scholarly information supply chain and leads to user confusion. Many initiatives are currently working on solutions to these problems including the NISO KBART workgroup, NISO's Open Discovery Initiative, and NISO's very recently created Open Access Initiative. There are also pre‐existing concepts based on services, such as CrossRef's CrossMark service and discovery systems that hold promise with respect to open access content and metadata. 相似文献