全文获取类型
收费全文 | 831篇 |
免费 | 26篇 |
专业分类
教育 | 654篇 |
科学研究 | 43篇 |
各国文化 | 12篇 |
体育 | 39篇 |
文化理论 | 10篇 |
信息传播 | 99篇 |
出版年
2023年 | 4篇 |
2022年 | 11篇 |
2021年 | 8篇 |
2020年 | 12篇 |
2019年 | 17篇 |
2018年 | 26篇 |
2017年 | 41篇 |
2016年 | 27篇 |
2015年 | 15篇 |
2014年 | 24篇 |
2013年 | 247篇 |
2012年 | 19篇 |
2011年 | 19篇 |
2010年 | 16篇 |
2009年 | 12篇 |
2008年 | 20篇 |
2007年 | 19篇 |
2006年 | 17篇 |
2005年 | 16篇 |
2004年 | 16篇 |
2003年 | 11篇 |
2002年 | 17篇 |
2001年 | 6篇 |
2000年 | 7篇 |
1999年 | 7篇 |
1998年 | 15篇 |
1997年 | 4篇 |
1996年 | 9篇 |
1995年 | 6篇 |
1993年 | 4篇 |
1992年 | 13篇 |
1991年 | 8篇 |
1990年 | 14篇 |
1989年 | 5篇 |
1988年 | 7篇 |
1987年 | 8篇 |
1985年 | 10篇 |
1984年 | 5篇 |
1983年 | 5篇 |
1982年 | 8篇 |
1981年 | 9篇 |
1979年 | 10篇 |
1978年 | 6篇 |
1977年 | 10篇 |
1976年 | 6篇 |
1974年 | 7篇 |
1971年 | 5篇 |
1923年 | 3篇 |
1922年 | 3篇 |
1915年 | 3篇 |
排序方式: 共有857条查询结果,搜索用时 15 毫秒
261.
In a “risk society,” as defined by Beck [(1992). Risk society, towards a new modernity (M. Ritter, Trans.) Newbury Park, CA: Sage, see also Castel, R. (1991). From dangerousness to risk. In G. Burchell, C. Gordon & P. Miller (Eds.), The Foucault effect: Studies in governmentality (pp. 281–298). Chicago: The University of Chicago Press], teachers are risky individuals who, “must become permanent objects of their own suspicion” [Jones, A. (2003b). Touching children: Policy, social anxiety, and the ‘safe’ teacher. Journal of Curriculum Theorizing, 19(2), 112]. The purpose of this study was to explore how four experienced, female teachers for whom “touching” students is a natural component of their teaching, talked about how they made choices about when and how to engage in the risky behavior of touching children. Findings are organized along two axes. The first represents how participating teachers perceived contexts as facilitating or constraining human contact. The second illustrates what conversations about human contact revealed about participants’ teaching selves. This study contributes to the literature on teacher–student relationships as well as the literature on teachers’ decision-making. Implications for future research in teacher decision-making, teacher–student relationships, and teacher education are discussed. 相似文献
262.
Phillip D. Tomporowski Catherine L. Davis Patricia H. Miller Jack A. Naglieri 《Educational Psychology Review》2008,20(2):111-131
Studies that examine the effects of exercise on children’s intelligence, cognition, or academic achievement were reviewed
and results were discussed in light of (a) contemporary cognitive theory development directed toward exercise, (b) recent
research demonstrating the salutary effects of exercise on adults’ cognitive functioning, and (c) studies conducted with animals
that have linked physical activity to changes in neurological development and behavior. Similar to adults, exercise facilitates
children’s executive function (i.e., processes required to select, organize, and properly initiate goal-directed actions).
Exercise may prove to be a simple, yet important, method of enhancing those aspects of children’s mental functioning central
to cognitive development.
相似文献
Phillip D. TomporowskiEmail: |
263.
Some effects of Ph.D. training on the academic labour markets of Australian and British Universities
Denis J. Davis 《Higher Education》1976,5(1):67-78
This article examines whether Ph.D. training is leading to better academics or whether it is causing a severe dysfunction between the experience of academics and the roles which universities must play in the community. From two surveys — one of Australian and the other of British academics — the background of Ph.D.s is tabulated to show the loss to the stock of university manpower of non-academic but educationally valuable experience through growing competition for jobs by Ph.D.s. The conclusion is that the forces causing the Ph.D. displacement of labour in the university academic labour market should be constrained. 相似文献
264.
Knowledge Integration in Science Teaching: Analysing Teachers' Knowledge Development 总被引:1,自引:0,他引:1
This paper tests the utility of a new sociocognitive frame for analysing the development of teachers' knowledge – the knowledge integration perspective (Linn, Eylon, & Davis, in press; Linn & Hsi, 2000). In doing so, the paper describes one prospective elementary teacher's developing knowledge and highlights its complexity. The prospective teacher demonstrates relatively well-integrated science subject matter knowledge, but she makes some problematic links to lessons and develops some instructional representations that show where she needs to distinguish between different scientific ideas. She also, however, links science concepts to appropriate real-world experiences, indicating that she has nascent useful pedagogical content knowledge. The paper discusses what teacher educators can learn about their learners from this analysis, argues for the utility of the knowledge integration perspective for conducting similar analyses, provides ideas to help science teacher educators apply the perspective easily as they teach their students, and points to areas ripe for future research. 相似文献
265.
Little work has tested how emotion regulation (ER) processes influence children's memory for negative experiences. We investigated how two intrapersonal ER processes (affect-biased attention and changes in negative feelings) predicted children's (N = 184, 93 girls, ages 3–11) memory. Recall of a sad or scary film was tested after a delay. The way discrete emotional information was remembered varied with ER and children's age. Older children with greater affect-biased attention or less reduction of fear demonstrated privileged memory for central information from the scary film. Older children with greater affect-biased attention but greater reductions in sadness recalled more from the sad film overall. Findings suggest ER processes should be considered when examining children's memory for negative emotional information. 相似文献
266.
Christopher Devine Emily Bounds Paladino John A. Davis 《The Journal of Academic Librarianship》2011,37(3):197-206
The first comprehensive national survey of all academic libraries in the United States which were conducting chat reference service was carried out to determine: what practices were being used to prepare personnel for chat reference service, what competencies were being taught, how and why training practices may have changed over time, and what modifications to current training practices were anticipated in the future. 相似文献
267.
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
268.
Understanding school districts as learning systems: Some lessons from three cases of complex transformation 总被引:1,自引:0,他引:1
We report on a study of three school jurisdictions in the province of Alberta. The original premise for the research on which this report is based was to investigate the diverse ways that school districts had administered resources that were provided through a major initiative to improve learning in the province. This account is not centrally concerned with how funds were utilized; rather, we report on how districts?? strategies and emphases within the initiative offer windows into the their systemic characters. The range of manifest characters, we argue, is a useful construct to inform policy, ensure the presence of necessary supports and structures, implement appropriate accountability measures, and set reasonable goals for large-scale initiatives in education. 相似文献
269.
Talia Thompson Nicole Stinnett Nicole Tartaglia Shanlee Davis Jennifer Janusz 《Journal of Research in Special Educational Needs》2022,22(2):175-187
Students with sex chromosome aneuploidies (SCAs) are at increased risk for learning disabilities and often require individualized supports in the school setting. Parents of students with rare disorders such as SCAs possess a unique understanding of their child’s educational experiences and play a crucial role in the development of successful school support plans. This international survey study aimed to inductively capture parent perspectives on educational needs and supports for students with SCAs. Parents of youth with SCAs ages 5-21 years (n = 305) provided free-text responses to open-ended questions about their child’s education. Qualitative content analysis using a bioecological systems framework resulted in three overarching themes. Overall, parents identified multiple factors related to the SCA diagnosis that act as barriers to learning, a strong need for school-based social and emotional supports, and elusive or incomplete educational support plans. Based on these findings, we recommend developing robust family-school partnerships, increased collaboration between the school and the child’s medical team, and acknowledgement of the significant role the genetic condition plays in the educational experiences of students with SCAs. Specific suggestions for school support plans for students with SCAs are explored, such as providing school-based behavioral health supports and explicit teaching of executive function strategies. 相似文献
270.
Rebecca S. Lufler Margaret L. Davis Linda M. Afifi Robert F. Willson Peter E. Croft 《Anatomical sciences education》2022,15(3):609-619
As point-of-care ultrasound (POCUS) invades medical specialties, more students covet earlier ultrasound (US) training programs in medical school. Determining the optimal placement and format in the curriculum remains a challenge. This study uses student perceptions and confidence in interpreting and acquiring images to evaluate the effectiveness of an US curriculum and assesses their performance on US content. A unique US curriculum was incorporated into first-year clinical anatomy at Tufts University School of Medicine (TUSM). Students completed surveys evaluating changes in US confidence and perceptions. Mean ratings on pre- and post-surveys were compared using Mann–Whitney U tests. Performance on US examination questions was evaluated. Two independent evaluators coded narrative responses and NVivo software was used to identify common themes. Two hundred eleven students completed the US curriculum. Students reported higher post-curriculum mean confidence ratings on US comprehension, operation, image acquisition, artifact recognition, and normal image interpretation (P < 0.0001). US reinforced anatomy concepts and clinical correlates (9.56, ±0.97 SD; 9.60, ±1.05). Students disagreed with items stating learning US is too difficult (1.2, ±2.2) and that it interferes with learning anatomy (0.68, ±1.7). Students scored above passing on practical US knowledge questions, supporting survey data, and the relation to learning spatial relationships. Qualitative analysis identified seven major themes and additional subthemes. Limited integration of US breaks barriers in students' perceptions and confidence in performing POCUS. The TUSM US curriculum is a natural marriage of anatomy and POCUS applications, serving as a template for medical schools. 相似文献