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排序方式: 共有645条查询结果,搜索用时 15 毫秒
641.
Zena R. Mello Hilary M. Anton-Stang Patricia L. Monaghan Kimberly J. Roberts Frank C. Worrell 《Journal of Education for Students Placed at Risk》2013,18(4):266-285
Adolescents' expectations about school and work may be key antecedents of adult attainment and this relationship may vary by specific racial, ethnic, and gender groups. This article examines how educational and occupational expectations change in adolescence and how expectations predict corresponding attainment in adulthood. Participants included African American and Hispanic females and males. Educational and occupational expectations were reported at ages 14, 16, and 18, and educational and occupational attainment at ages 20 and 26. Results indicated distinct developmental trajectories per racial or ethnic and gender group. Educational expectations were more nuanced for African American and Hispanic females than for their male counterparts; occupational expectations were more varied for Hispanic females than for other groups. Educational expectations positively predicted educational attainment for all participants, whereas occupational attainment was predicted just by educational expectations and for Hispanic females and males only. 相似文献
642.
643.
Lee P Rylands Simon J Roberts Howard T Hurst Ian Bentley 《Journal of sports sciences》2017,35(14):1372-1376
ABSTRACTThe aims of this study were to analyse the optimal cadence for peak power production and time to peak power in bicycle motocross (BMX) riders. Six male elite BMX riders volunteered for the study. Each rider completed 3 maximal sprints at a cadence of 80, 100, 120 and 140 revs · min?1 on a laboratory Schoberer Rad Messtechnik (SRM) cycle ergometer in isokinetic mode. The riders’ mean values for peak power and time of power production in all 3 tests were recorded. The BMX riders produced peak power (1105 ± 139 W) at 100 revs · min?1 with lower peak power produced at 80 revs · min?1 (1060 ± 69 W, (F(2,15) = 3.162; P = .266; η2 = 0.960), 120 revs · min?1 (1077 ± 141 W, (F(2,15) = 4.348; P = .203; η2 = 0.970) and 140 revs · min?1 (1046 ± 175 W, (F(2,15) = 12.350; P = 0.077; η2 = 0.989). The shortest time to power production was attained at 120 revs · min?1 in 2.5 ± 1.07 s. Whilst a cadence of 80 revs · min?1 (3.5 ± 0.8 s, (F(2,15) = 2.667; P = .284; η2 = 0.800) 100 revs · min?1 (3.00 ± 1.13 s, (F(2,15) = 24.832; P = .039; η2 = 0.974) and 140 revs · min?1 (3.50 ± 0.88 s, (F(2,15) = 44.167; P = .006; η2 = 0.967)) all recorded a longer time to peak power production. The results indicate that the optimal cadence for producing peak power output and reducing the time to peak power output are attained at comparatively low cadences for sprint cycling events. These findings could potentially inform strength and conditioning training to maximise dynamic force production and enable coaches to select optimal gear ratios. 相似文献
644.
Jenny Yun-Chen Chan Chloe Byrne Janette Jerusal Allison S. Liu Justin Roberts Erin Ottmar 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(4):943-966
Prior research has shown that game-based learning tools, such as DragonBox 12+, support algebraic understanding and that students' in-game progress positively predicts their later performance. Using data from 253 seventh-graders (12–13 years old) who played DragonBox as a part of technology intervention, we examined (a) the relations between students' progress within DragonBox and their algebraic knowledge and general mathematics achievement, (b) the moderating effects of students' prior performance on these relations and (c) the potential factors associated with students' in-game progress. Among students with higher prior algebraic knowledge, higher in-game progress was related to higher algebraic knowledge after the intervention. Higher in-game progress was also associated with higher end-of-year mathematics achievement, and this association was stronger among students with lower prior mathematics achievement. Students' demographic characteristics, prior knowledge and prior achievement did not significantly predict in-game progress beyond the number of intervention sessions students completed. These findings advance research on how, for whom and in what contexts game-based interventions, such as DragonBox, support mathematical learning and have implications for practice using game-based technologies to supplement instruction.
Practitioner notes
What is already known about this topic- DragonBox 12+ may support students' understanding of algebra but the findings are mixed.
- Students who solve more problems within math games tend to show higher performance after gameplay.
- Students' engagement with mathematics is often related to their prior math performance.
- For students with higher prior algebraic knowledge, solving more problems in DragonBox 12+ is related to higher algebraic performance after gameplay.
- Students who make more in-game progress also have higher mathematics achievement, especially for students with lower prior achievement.
- Students who spend more time playing DragonBox 12+ make more in-game progress; their demographic, prior knowledge and prior achievement are not related to in-game progress.
- DragonBox 12+ can be beneficial as a supplement to algebra instruction for students with some understanding of algebra.
- DragonBox 12+ can engage students with mathematics across achievement levels.
- Dedicating time and encouraging students to play DragonBox 12+ may help them make more in-game progress, and in turn, support math learning.
645.
Emily J. Roberts-Tyler Sarah E. Roberts Richard Watkins J. Carl Hughes Richard P. Hastings David Gillespie 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1373-1396
Well-designed computer or app-based instruction has a number of potential benefits (eg increasing accessibility and feasibility of high-quality instruction, reducing time and resources required for training expert delivery, saving instructional time). However, variation in implementation can still affect outcomes when using educational technology. Research generally suggests that without follow-up support after training, implementation of educational interventions is often poor and outcomes reduced. However, the extent to which this is the case when the core element of an intervention is computer or app-delivered is not yet clear. This study investigated the effects of providing ongoing implementation support for Headsprout Early Reading (HER, an early reading programme accessible via a computer or an app), to determine whether such support leads to better outcomes. Twenty-two primary schools (269 learners) participated in a cluster-randomised controlled trial. Eleven schools received initial training followed by ongoing support across the school year, whereas the other 11 schools received initial training and technical support only. Pre- and post-measures of reading skills were conducted using the York Assessment of Reading for Comprehension. We found no effect of implementation support on outcomes, and no effect of implementation support on delivery of the core element of HER. However, there were some effects of implementation support on the implementation of other HER elements relating to the responsiveness of educators to learners' learning within HER. These findings have implications for providing access to high quality online instruction in early reading skills at scale, with minimal training. More broadly, the current study suggests that well-designed computer or app-based instruction can yield positive outcomes with minimal implementation support and training. However, further research is required to ensure the interplay between learners' app-based learning and teacher intervention functions as intended to provide additional support for those who need it.
Practitioner notes
What is already known about this topic
- Well-designed computer or app-based instruction has a number of potential benefits (eg increasing accessibility and feasibility of high-quality instruction, reducing time and resources required for training expert delivery, saving instructional time).
- Implementation can still affect outcomes when using educational technology, and without follow-up support after training, implementation of educational interventions is often poor and outcomes reduced.
- The extent to which this is the case when the core element of an intervention is computer or app-delivered is not yet clear.
What this paper adds
- We found that providing implementation support for teachers and teaching assistants delivering Headsprout Early Reading (HER; an early reading programme accessible via a computer or an app) did not affect the reading outcomes of learners.
- We also found the implementation support did not affect delivery of the core, app-delivered element of the programme.
- However, there were notable differences in implementation of other aspects of the programme, particularly in relation to the role of the teacher or educational practitioner in managing the interplay between the app-based learning and teacher intervention for learners who require further support.
Implications for practice and policy
- These findings have implications for providing access to high quality instruction in early reading skills at scale, with minimal training.
- More broadly, the current study suggests that well-designed computer or app-based instruction can yield positive outcomes with minimal implementation support and training.
- However, the findings of this study identify some potential risk of an over-reliance on technology to facilitate the learning of all learners accessing the programme.
- Further research is required to ensure the interplay between learners' app-based learning and teacher intervention functions as intended to provide additional support for those who need it.