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91.
This study investigates adolescent peer leadership in the context of health and social education affecting lifestyle choice. Cognate studies are summarised and reviewed and the study reported here is referenced to prior work in this area. The paper reports on a case study of a single school during the first stage of a two-stage study. Interview data illuminate how adolescent peer group members influence and shape the dynamics of the peer group and are in turn influenced by it. This is constructed from the perspectives of the pupils themselves. It is concluded that, while prior research identifies peer leaders who influence the lifestyle choices of members of the reference group, peer leadership is essentially an adult concept. Peer leadership as such is not acknowledged by adolescents as they reflect on and make sense of the social realities of life reflected within the peer group. 相似文献
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93.
Michelle A. Hendricks Elizabeth W. Sale Carol J. Evans Lori McKinley Sherri DeLozier Carter 《Psychology in the schools》2010,47(2):173-183
The effectiveness of a school‐based truancy court intervention in four middle schools in a mid‐sized school district was evaluated. Cumulative data from 185 youth attending a truancy court from 2004 through 2008 were included in the analyses. Results indicated a differential impact of the truancy court intervention depending on truancy severity at baseline. The intervention was most successful in increasing attendance for students with severe truancy, but had limited impact on students with moderate truancy, and no impact on mild truancy. The intervention did not result in improved school attachment or grade point averages, nor did it significantly reduce discipline offenses. Furthermore, the aftercare intervention, consisting of regular meetings with an authority figure (e.g., a juvenile officer), was only effective at maintaining truancy court attendance gains for students with severe truancy at baseline, although it was associated with a substantial decrease in discipline offenses for all groups. These results suggest that truancy courts similar to the one described here may have an impact on truancy for severely truant students, but may have a limited effect on students with mild or moderate truancy. © 2009 Wiley Periodicals, Inc. 相似文献
94.
Many teachers are concerned about the problems of identifying and assessing dyslexia in their own schools, but lack time during the school day to assess the accuracy of new tests. In the last ten years dyslexia has moved from being a hidden disability to one that is acknowledged in academic, intellectual and professional fields, through advances in genetics and psychological research. Non-recognition can lead to severe problems for a pupil in school and in later life, as well as for teachers, in particular, attempting to devise learning programmes and for schools, in general, facing litigation for not addressing a particular child's specific needs. 相似文献
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96.
Action learning has emerged as one of the most effective and powerful teaching and learning approaches used in graduate studies in human resource development at George Washington University (GWU). In this article, both faculty and student perspectives are presented to describe action learning teaching, research, and organizational interventions. First-hand experiences of doctoral students with action learning sets are presented in their own words. Students benefit from action learning experiences by building strong networks of personal and professional support. Improved group processes and greater interaction between executive level students and faculty have resulted in a strong doctoral cohort experience for Executive Leadership Program students at GWU. The initial energy to generate action learning programs in students' organizations requires active faculty involvement and follow-up to ensure that organizations accept and benefit from action learning programs. HRD (human resource development) faculty can profit from additional orientation and understanding of action learning to incorporate this methodology into their courses and problem-solving activities. 相似文献
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Charles F. Carter 《Higher Education》1980,9(1):1-5
This article comments on the relationship between British universities and government departments with special reference to the work of the University Grants Committee and the role of its Chairman. The extent to which universities are free to exercise discretion is delineated and the place of lay (i.e., non-academic) people in university government is described. The future would seem to call for increased political adroitness on the part of those who govern universities if the unusual freedom at present possessed by British universities is to be retained.A lecture given at the University of Lancaster on May 28, 1979. Sir Charles Carter was formerly Vice Chancellor, University of Lancaster. 相似文献
99.
Akerson Valarie L. Carter Ingrid Pongsanon Khemmawadee Nargund-Joshi Vanashri 《Science & Education》2019,28(3-5):391-411
Science & Education - Our goal in this article is to provide research-based strategies for embedding Nature of Science (NOS) into science instruction at the elementary level. We thus intend to... 相似文献
100.
The aim of this study was to assess the sensitivity of the lactate minimum speed test to changes in endurance fitness resulting from a 6 week training intervention. Sixteen participants (mean +/- s: age 23+/-4 years; body mass 69.7+/-9.1 kg) completed 6 weeks of endurance training. Another eight participants (age 23+/-4 years; body mass 72.7+/-12.5 kg) acted as non-training controls. Before and after the training intervention, all participants completed: (1) a standard multi-stage treadmill test for the assessment of VO2max, running speed at the lactate threshold and running speed at a reference blood lactate concentration of 3 mmol x l(-1); and (2) the lactate minimum speed test, which involved two supramaximal exercise bouts and an 8 min walking recovery period to increase blood lactate concentration before the completion of an incremental treadmill test. Additionally, a subgroup of eight participants from the training intervention completed a series of constant-speed runs for determination of running speed at the maximal lactate steady state. The test protocols were identical before and after the 6 week intervention. The control group showed no significant changes in VO2max, running speed at the lactate threshold, running speed at a blood lactate concentration of 3 mmol x l(-1) or the lactate minimum speed. In the training group, there was a significant increase in VO2max (from 47.9+/-8.4 to 52.2+/-2.7 ml x kg(-1) x min(-1)), running speed at the maximal lactate steady state (from 13.3+/-1.7 to 13.9+/-1.6 km x h(-1)), running speed at the lactate threshold (from 11.2+/-1.8 to 11.9+/-1.8 km x h(-1)) and running speed at a blood lactate concentration of 3 mmol x l(-1) (from 12.5+/-2.2 to 13.2+/-2.1 km x h(-1)) (all P < 0.05). Despite these clear improvements in aerobic fitness, there was no significant difference in lactate minimum speed after the training intervention (from 11.0+/-0.7 to 10.9+/-1.7 km x h(-1)). The results demonstrate that the lactate minimum speed, when assessed using the same exercise protocol before and after 6 weeks of aerobic exercise training, is not sensitive to changes in endurance capacity. 相似文献