全文获取类型
收费全文 | 544篇 |
免费 | 1篇 |
国内免费 | 1篇 |
专业分类
教育 | 405篇 |
科学研究 | 14篇 |
各国文化 | 2篇 |
体育 | 98篇 |
文化理论 | 5篇 |
信息传播 | 22篇 |
出版年
2023年 | 2篇 |
2021年 | 4篇 |
2020年 | 13篇 |
2019年 | 20篇 |
2018年 | 20篇 |
2017年 | 26篇 |
2016年 | 29篇 |
2015年 | 17篇 |
2014年 | 16篇 |
2013年 | 130篇 |
2012年 | 19篇 |
2011年 | 21篇 |
2010年 | 21篇 |
2009年 | 15篇 |
2008年 | 12篇 |
2007年 | 17篇 |
2006年 | 16篇 |
2005年 | 10篇 |
2004年 | 8篇 |
2003年 | 11篇 |
2002年 | 13篇 |
2001年 | 3篇 |
2000年 | 7篇 |
1999年 | 5篇 |
1998年 | 6篇 |
1997年 | 7篇 |
1996年 | 11篇 |
1995年 | 5篇 |
1994年 | 3篇 |
1992年 | 2篇 |
1991年 | 3篇 |
1989年 | 4篇 |
1988年 | 2篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1984年 | 2篇 |
1983年 | 6篇 |
1982年 | 3篇 |
1980年 | 3篇 |
1979年 | 5篇 |
1977年 | 2篇 |
1975年 | 3篇 |
1974年 | 2篇 |
1971年 | 2篇 |
1963年 | 1篇 |
1927年 | 1篇 |
1925年 | 1篇 |
1924年 | 1篇 |
1921年 | 1篇 |
1920年 | 1篇 |
排序方式: 共有546条查询结果,搜索用时 125 毫秒
91.
92.
93.
The Daisy Model is a conceptualisation of the way in which a core group of experienced and novice action researchers may work on a range of related mini-projects that contribute to organisational improvement. This model enables the spread of action research from one or two enthusiasts to others in an organisation. It allows for changes in individual commitment and organisational context as the research progresses. Development of this model has occurred since 1995, during several projects related to educational practice in New Zealand polytechnics. In 1997 the model was applied to the collaborative improvement of policies and procedures for recognition of prior learning at two polytechnics. This article describes the model and its application and examines the roles of the facilitator(s) and the types of activities that occur within the central core group and petal mini-project groups of the Daisy 相似文献
94.
95.
Barbara J. Reid 《The Journal of environmental education》2013,44(1):28-29
Abstract This study conceptually and empirically develops a scale that measures perceptions of environmental risk (PER). PER is a measure that is different from the measure of environmental knowledge but equally important because people tend to act on their perceptions regardless of whether they are accurate. A reliable and valid assessment of perceived environmental risk is important for environmental education because it will provide a general overview of the present state of perceptions regarding environmental risk, and it will provide measures of specific environmental issues. Therefore, this type of scale either can provide a comprehensive measure for environmental education programs or can measure specific selected items that apply to certain situations or programs, or both. Administrators and teachers could use this scale to indicate the effectiveness of environmental education programs. We define perceptions of environmental risk as a general measurement of risk which assesses the degree to which one perceives danger, peril, or hazards to either self, community, society, or all three, in regard to specific environmental issues. In developing this scale, we used various heterogenous groups across multiple studies to affirm the scale's validity and reliability. 相似文献
96.
Building,Sustaining, and Expanding the Education Doctorate at Peabody College: An Administrative View 总被引:1,自引:1,他引:0
Catherine Gavin Loss 《Peabody Journal of Education》2013,88(1):44-47
This article examines the operational and administrative underpinnings of Vanderbilt University's Ed.D. program. It explores the ways in which the admissions process, program orientation, and other academic and support services were reconceived when Peabody College formally launched its redesigned Ed.D. program in the summer of 2004. Further, it situates the mission of Peabody's education doctorate—the training and preparation of practitioner-scholars in elementary, secondary, and postsecondary settings—within the context of program administration. 相似文献
97.
98.
Gavin Ward 《Education 3-13》2013,41(6):562-585
A detailed insight into how the current educational climate influences the pedagogical decisions made by primary school teachers when teaching games is limited. Studies examining the pedagogical content knowledge (PCK) of teachers within physical education have revealed its close relationship with specific forms of subject knowledge. In recognition of this, Veal and MaKinster's framework of general, domain and topic-specific PCK was employed to examine 12 primary school teachers' PCK of games. It was concluded that when personal experiences of pedagogy and content knowledge are unchallenged and reinforced by teachers' training and continuing professional development (CPD) programmes, very narrow topic-specific PCK results. This PCK was characterised bythe inseparable paring of constricted pedagogical strategies and limited content knowledge. When teachers do not integrate this very narrow topic-specific PCK with other types of PCK, it has significant repercussions upon the planned curriculum and learning experiences offered to pupils. 相似文献
99.
The playing of games has been a long standing tradition in physical education. Yet despite its history, the teaching of games within primary physical education lessons remains something of a weakness. This is most evident through a continued focus upon skill acquisition and a lack of fostering of a real ‘tactical understanding’ of game play. Despite attempts to rectify this issue through the development of instructional models, a lack of conceptual clarity remains. This paper proposes a framework that goes some way to rectify this ambiguity by proposing to focus upon what are referred to as ‘Principles of Play’. It is recommended that this approach should become the focus when conceptualising what constitutes primary games lessons. 相似文献
100.
Hsin‐Chih Chen Elwood F. Holton III Reid A. Bates 《Performance Improvement Quarterly》2006,19(3):7-25
Transfer theories, which are closely related to evaluation theory, have been developed from a holistic perspective, but most of empirical transfer research has not effectively utilized holistic models to investigate transfer of learning until the late 1990s. Additionally, little has been done in examining the relationship between situational variables, demographic variables, and transfer system characteristics. This study contributes to transfer research by examining the combined effects of situational and demographic variables on a holistic model of perceived organizational transfer systems. A key finding was that demographic variables make only a marginal contribution to predicting transfer system characteristics when compared to situational variables. It seems clear that the differences in transfer system characteristics depend on diverse situational influences, primarily due to types of training programs and types of organizational cultures. This finding does not support one‐size‐fits‐all transfer interventions. Future research may focus on investigating benchmark transfer practices in certain types of organizations or industries to empirically identify the true leverage points of a diagnosing instrument of transfer—the Learning Transfer System Inventory—for interventions and change. 相似文献