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131.
132.
Perceptions of Zimbabwean trainee/educational psychologists regarding the training on their support roles and responsibilities in inclusive education
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Elliott Nkoma 《Psychology in the schools》2018,55(5):555-572
The study used focus group interviews at three administrative offices (provinces) that house trainee/educational psychologists in order to explore their experiences on how they learn about their support roles and responsibilities regarding the implementation of inclusive education. 13 trainee/educational psychologists from these provinces volunteered to participate in the study. The study used a qualitative design based on a phenomenological perspective and inductive thematic content was used to analyse data. The results indicate that trainee/educational psychologists had known their support roles through master's degree programmes, a single 2016 workshop, personally guided reading and collaborative work with workmates. Their views indicated inadequate training and supervision, and negative feelings towards internship after master's programme, payment of supervisors, continuing professional development points, lack of degree programmes in Master of Science in educational psychology, and location of conferences. The results provide important information about educational psychology in Zimbabwe with important implications for training and policy making. 相似文献
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134.
Tse Linda Fung Ling Siu Andrew Man Hong Li-Tsang Cecilia Wai Ping 《Reading and writing》2019,32(2):265-284
Reading and Writing - This study developed and validated a Chinese name writing scale (CNWS) for evaluating early handwriting skills of kindergarten children. We then used the validated CNWS to... 相似文献
135.
The 14th running of the UEFA European Championships represented a watershed moment for football, and sport more broadly, in Eastern Europe. Whilst the competition itself might have been restricted to Europe’s elite national teams, world football’s gaze was drawn towards the joint hosts, Poland and the Ukraine, for the duration of the tournament. At this juncture, therefore, this paper seeks to consider the ‘place’ of football in Eastern Europe, and in this case, Poland specifically, by conducting an analysis of the economic value of Poland’s top division – the Ekstraklasa, and by examining the factors that influence foreign players’ decisions to migrate to that particular league. The paper identifies that whilst the Ekstraklasa might sit outside of Europe’s core football economies, it still offers much as a migration destination for certain sorts of players. However, the paper also shows that whilst the 2012 UEFA European Championships provided significant exposure for Poland in the football context, it is less clear if hosting the event will have a lasting effect on the development of Poland’s top league and its desirability to foreign players. 相似文献
136.
Alexander Nicolaides Nathan Elliott John Kelley Mauro Pinaffo Tom Allen 《Sports Engineering》2013,16(3):181-188
Topspin has become a vital component of modern day tennis. Ball-to-string bed and inter-string friction coefficients can affect topspin generation from a racket. The aim of this research was to determine the effect of string bed pattern on topspin generation. Tennis balls were projected onto nine head-clamped rackets with different string bed patterns. The balls were fired at 24 m/s, at an angle of 26° to the string bed normal with a backspin rate of 218 rad/s and outbound velocity, spin and angle were measured. Outbound velocity was shown to be independent of string bed pattern. Outbound angle increased with the number of cross strings, while outbound topspin decreased. In the most extreme case, decreasing the number of cross strings from 19 to 13 increased rebound topspin from 117 to 170 rad/s. 相似文献
137.
Matthew M. Doyle Andrew Lyttle Bruce Elliott 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):178-192
The aim of this study was to examine biomechanical variables relating to the force production of men's Lightweight (LW) and Heavyweight (HW) rowing pairs. Seven HW and seven LW coxless pairs were studied under a range of stroke rates, from 20 spm to race rating (average of 33.7 spm for the HWs and 33.9 spm for the LWs). Each crew was equipped with biomechanical apparatus allowing the measurement of gate force, horizontal oar angle, and boat velocity. The HW crews exhibited significantly higher (p < 0.05) values for all variables examined, at all rates. Peak handle force was 26.2% to 30.2% higher in the HW group. Average handle force ranged from 18.7% to 22.1% higher than the LW group. Work per stroke was found to be 26% to 28% higher for the HW crews, and Power Per Kilogram was also greater for the HW crews, from 24.0% to 29.2%. The LWs were observed to be consistently, but not significantly, slower than the HWs (from 96.9% at the race situation, to 98.7% at 28 spm). These observations are important when considering biomechanical performance indicators in rowing, as significant changes in performance indicators may lead to only minimal alteration in boat velocity. 相似文献
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Michael Davies Stephen N. Elliott Joy Cumming 《International Journal of Inclusive Education》2016,20(12):1252-1269
Accommodations or adjustments for students with disabilities (SWDs) who need them are required in Australian education law and policy for classroom instruction and assessment, and external educational accountability tests. Drawing upon the structure of the Assessment Accommodations Checklist and more than a decade of accessibility research, the Checklist of Learning and Assessment Adjustments for Students (CLAAS) was developed to help teachers select and document adjustments that support SWDs and students with additional needs in classroom instruction and assessment, and external tests. The CLAAS was trialled with 21 primary school teachers documenting adjustments for 89 students with diverse needs. Teachers indicated that the CLAAS provided a comprehensive list of adjustments, was useful for recording adjustments across classroom instruction and assessment, and external tests, and provided guidance about potential adjustments for SWDs or with additional learning needs. The documented adjustments also indicated some considerable gaps between supports provided in classrooms compared with the Australian educational accountability tests. Findings also provided initial evidence for the reliability and validity of use of the CLAAS for its intended purposes. The CLAAS is a promising tool for helping both researchers and teachers systematically document and provide equitable and inclusive adjustments for SWDs and additional learning needs given their needs for classroom learning, assessment and external testing and examination requirements. 相似文献
140.
The opinions of 108 teachers, about what influenced adolescent students' motivation and de-motivation, were sought through interview, at sites in each of the UK, the USA and Russia. Teachers' opinions in all three milieux were found to concur—on the positive effects of: parental interest and involvement and parental dissatisfaction; partnership with parents; teacher-student relations; symbolic and material rewards; grades and marks; success in learning—and on the negative effects of some leisure pursuits and of potential post-school unemployment. However, the meaning to be attached to such concurrence is problematised by contextualising apparent agreement within significantly differing local arrangements for, and expectations of: partnership with parents; continuity and duration of teacher-student-parent relations; the development of teachers' professional learning from experience; the deployment of praise and criticism; the pedagogical use of assessment; and the deployment of out-of-school time. Amplifying effects of peer and community subcultures, on the influence of potential unemployment, were also found to differ between contexts. It is concluded that whilst points of concurrence in teachers' opinions are of undoubted interest for any general theory of motivation to learn in school, methods which explore the conceptual system and semantic structure of the background beliefs which inform the expressed opinions that respondents express are urgently needed. The paper argues that we need to be able to model the underlying expectations and constraints which lend structure and priority to the lived experience of being schooled. 相似文献