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Garrett Albert Duncan 《Educational theory》2005,55(1):3-22
This article examines stage models of racial identity that researchers and educators use to explain the subjective processes that influence how black youth navigate school. Despite the explicit challenge that most models of racial identity have posed to racist discourses in the research literature, the underlying ethics of their developmental trajectories is constrained by a politics of respectability that subverts a larger project of affirming black humanity. I use interview data to propose an alternative model for how black adolescent identity is formed. I conclude with a discussion of the importance of rethinking black adolescence in the context of changes in communication technologies associated with postindustrialism and globalization. 相似文献
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IBEST is an innovative program that integrates English language skills with an intensive vocational training program and culminates in eligibility for a high wage commercial truck-driving career. Participants gain language skills, college credit, and vocational skills. Effective partnerships, scheduling, and instructional approaches are discussed. 相似文献
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Jeremy Miciak Garrett Roberts W. Pat Taylor Michael Solis Yusra Ahmed Sharon Vaughn Jack M. Fletcher 《Learning disabilities research & practice》2018,33(1):24-36
We examined the effectiveness of a researcher‐provided reading intervention with 484 fourth graders with significant reading difficulties. Students were randomly assigned to one year of intervention, two years of intervention, or a business‐as‐usual comparison condition (BAU). Students assigned to two years of intervention demonstrated significantly greater gains in reading fluency compared to students who received one year of intervention and the BAU group. Students in both the one‐ and two‐year groups demonstrated similar and significantly larger gains in word reading in comparison to the BAU group. There were no statistically significant differences between the three groups on standardized measures of reading comprehension. We discuss these results in the context of research with late elementary and secondary students targeting reading comprehension. 相似文献
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Fiona Dowling Robyne Garrett lisahunter Alison Wrench 《Sport, Education and Society》2015,20(7):924-940
At a recent international education conference, current life history and narrative research within Physical Education Teacher Education (PETE) was criticised for its seeming inability to ‘produce anything new’ and for lacking ‘rigour’. This paper aims to respond to the criticism and to reassert the strengths of narrative inquiry in the current moment. It maps out narrative and life history research (published in English) carried out in PETE, illuminating a spectrum of narrative approaches and a richness of theoretical perspectives. It underscores the need for PETE scholars to acknowledge the broad range of philosophical assumptions about knowledge and how we come to know as this underpins all research, whether carried out within a qualitative or quantitative research tradition, and to develop a climate of mutual respect for these various positions if we are to avoid stagnation, hegemony or blind spots in our research agendas. 相似文献
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William Johnston Ciara Duignan Garrett F Coughlan Brian Caulfield 《Journal of sports sciences》2019,37(11):1308-1313
This cohort study aimed to provide normative Y Balance Test scores for an elite Rugby Union population, while investigating the effect player age groups (senior/under-20), playing positions (forwards/backs) and anthropometrics (height and body mass) had on performance. Two-hundred and sixty-one elite male under-20 (n = 50) and senior (n = 211) players completed baseline Y Balance Test during the 2015/2016 season. One-way ANCOVA and post-hoc t-tests were used to investigate the effect playing position, player group, height and weight had on performance. The cohort was then stratified into groups (age group and/or playing position), and normative percentiles were presented. There was a statistically significant difference (p < 0.05) in Y Balance Test performance between playing positions, when controlling for age group. This difference did not remain when controlling for player body mass. Post-hoc analysis demonstrated that backs had a longer normalised reach distance, with medium-large and small-medium effect sizes for the under-20 and senior cohorts respectively. The one-way ANCOVA analysis suggests that this difference is likely due to the larger differences in player body mass between forward and back playing positions. The normative values presented in this paper may be used by clinicians and researchers to aid injury prevention and rehabilitation strategies. 相似文献