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111.
In 1998, the Government introduced the National Literacy Strategy (NLS) in all primary schools in England in a bid to raise literacy standards. The first cohort of primary schools in the northern Local Education Authority ( n = 19) implemented the project in January 1997, the second cohort ( n = 20) began in September 1997. Each cohort consisted of three different year groups (Year 2, Year 4 and Year 6). The aim of this project was to focus upon exam results from these schools and thereby identify possible predictors of success (e.g. socio-economic status, age of pupils, teaching and learning style). We looked at differences within and between each cohort. We also carried out in-depth case studies of three northern schools. Each case-study involved interviews with key staff. The wider implications of the findings for the implementation of the NLS and for the training needs of teachers are considered. 相似文献
112.
Mounir Landolsi Lazhar Labiadh Fayçal Zarrouk Khaled Maaref Slaheddine Ghannouchi Zouhair Tabka 《European Journal of Sport Science》2018,18(9):1208-1216
The aims of this study were to (1) propose a method for evaluating shot-putters mechanical power, (2) investigate the relationship between mechanical work of hand action force (WHAF), peak power output (PPO) of different limbs and shot-put performance and (3) show which of these two parameters (WHAF, PPO) were the most appropriate to characterize the explosive abilities of the shot-putter. Twelve junior right-handed shot-putters, practised glide technique shot-put throwers (personal best?=?13.57 ± 1.72 m), participated in this study. Arm and leg force-velocity tests were performed to measure PPO. Kinematic analysis was conducted during a shot-putting event in regular conditions to quantify the WHAF at the release moment and shot-put performance. Significant correlations were found between absolute arm and leg PPO with upper and lower muscle volumes (r?=?.67; p?=?.03; r?=?.76; p?=?.01; r?=?.74, p?=?.01; r?=?.65, p?=?.04). Positive relationships were recorded between absolute arm and leg PPO and shot-put performance (r?=?.67, p?=?.02; r?=?.81, p?=?.004, respectively). Shot-put performance was also closely related to the WHAF (r?=?.93, p?=?.0001) and release velocity parameter (r?=?.86, p?=?.001). The present results confirm that force-velocity test and WHAF constitute useful tools for assessing mechanical power in throwing. The WHAF could be considered as more suitable than force-velocity test. 相似文献
113.
Louise D. Denne Corinna F. Grindle Suzi J. Sapiets Millie Blandford-Elliott Richard P. Hastings Marguerite Hoerger Katy Lambert-Lee Andreas Paris Gemma Nicholls J. Carl Hughes 《Support for Learning》2023,38(4):183-193
The importance of reducing restraint and restrictive interventions in special schools has been recognised across the four nations of the UK. Government guidance for England and Wales, and recommendations produced by Restraint Reduction Scotland, both reference Positive behavioural support (PBS) as an evidence-based approach that can be used to proactively support pupils with, or at risk of, behaviours that challenge. The Department of Education of Northern Ireland recommends the development of behaviour support plans to support children with special education needs and disabilities. Special schools, however, also have a responsibility to set high expectations for every pupil, to provide access to the respective national curricula and to meet individual needs. School-wide positive behavioural support (SW-PBS), originated in the USA in the 1990s in response to a body of evidence that showed improved social and academic outcomes when behavioural interventions were implemented across whole school settings. It is increasingly being adopted in the UK. Drawing upon examples from schools in England and Wales with which the authors are familiar, this paper outlines the rationale for a special schools' model of SW-PBS and illustrates the ways in which this can be adjusted to meet the specific needs of each setting.
Key Points
- Reducing restraint and restrictive interventions in schools is a high priority across all four nations of the UK.
- Special schools also have a responsibility to provide children with special education needs and disabilities positive learning environments that maximise learning opportunities and meet individual needs.
- School-wide positive behaviour support (SW-PBS) provides a useful framework to help special schools meet these expectations.