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991.
992.
There is widespread recognition that higher education institutions (HEIs) must actively support commencing students to ensure
equity in access to the opportunities afforded by higher education. This role is particularly critical for students who because
of educational, cultural or financial disadvantage or because they are members of social groups currently under-represented
in higher education, may require additional transitional support to “level the playing field.” The challenge faced by HEIs
is to provide this “support” in a way that is integrated into regular teaching and learning practices and reaches all commencing
students. The Student Success Program (SSP) is an intervention in operation at the Queensland University of Technology (QUT)
designed to identify and support those students deemed to be at risk of disengaging from their learning and their institution.
Two sets of evidence of the impact of the SSP are presented: First, its expansion (a) from a one-faculty pilot project (Nelson
et al. in Stud Learn Eval Innov Dev 6:1–15, 2009) to all faculties and (b) into a variety of applications mirroring the student life cycle; and second, an evaluation of the
impact of the SSP on students exposed to it. The outcomes suggest that: the SSP is an example of good practice that can be
successfully applied to a variety of learning contexts and student enrolment situations; and the impact of the intervention
on student persistence is sustained for at least 12 months and positively influences student retention. It is claimed that
the good practice evidenced by the SSP is dependent on its integration into the broader First Year Experience Program at QUT
as an example of transition pedagogy in action. 相似文献
993.
994.
Karen L. Webber 《Research in higher education》2012,53(2):201-228
Over a decade ago, Barr and Tagg (Change Mag 27(6):12–25, 1995) declared that a shift had occurred in higher education from an instruction paradigm to a learning paradigm. A central element
in this new paradigm is learner-centered assessment. While a growing body of literature suggests that this approach to assessment
is a best practice in higher education pedagogy, it is still unclear whether faculty members have embraced it fully. Using
data from the National Study of Postsecondary Faculty, this study examines the extent to which faculty members employed learner-centered assessments in postsecondary classrooms
at two points in time, 1993 and 2004. Findings show similar to higher rates of use for some assessment techniques in 2004
compared to reports from 1993, as well as differences by faculty gender, age, discipline, and institution type. Implications
for faculty members, student learning, and institutional policy are discussed. 相似文献
995.
Abstract Meta-analysis is a set of procedures used to quantify, integrate, and analyze the findings of a large number of research studies. It offers the advantage of quantifying effects from individual studies in addition to specifying the procedures the authors followed when reviewing the literature. Although meta-analysis has been demonstrated as a useful technique in exercise and sport research, and new and more appropriate statistical techniques for use in meta-analysis have been developed, these procedures are not widely used. This tutorial describes these advances and provides an example of their application to data from gender differences in throwing velocity during childhood and adolescence. 相似文献
996.
Russell R. Pate Dianne S. Ward Jennifer R. O'Neill Marsha Dowda 《Research quarterly for exercise and sport》2013,84(4):265-270
Little is known about population-level contributions of school physical education to overall physical activity (PA) in youth. Because PA levels are lower in girls than boys, it is particularly important that the effects of PE programs in adolescent girls be understood. Thus, the purpose of this study was to determine the association of enrollment in physical education and overall physical activity participation in adolescent girls. A measurement protocol was administered to cross-sectional samples of 8th-, 9th-, and 12th-grade girls participating in a school-based PA intervention study (1998–2003). PA was assessed with the 3-Day Physical Activity Recall. Three-way analyses of variance were performed to compare groups formed on the basis of physical education enrollment. For each grade group of girls, those who were enrolled in physical education reported more moderate-to-vigorous PA and more vigorous PA than nonenrolled girls. When activity in physical education classes was deleted, 8th-and 9th-grade physical education enrollees were not more active than nonenrollees; however, 12th-grade physical education enrollees remained more active than nonenrollees. Girls who were enrolled in physical education were more physically active than nonenrolled girls in all three grade levels. These findings suggest that expanded enrollment in physical education may increase American adolescent girls' PA level. 相似文献
997.
Mark A. Williams Julian D. Ward Paul Ward Nicolas J. Smeeton 《Research quarterly for exercise and sport》2013,84(3):428-433
Abstract Initial performance, final performance, and the amount of learning in 50 trials of the rho test motor performance task were obtained on 120 boys and girls, aged 10 and 14. Initial and final performance showed significant age, sex, and age w/i sex differences. The amount of learning showed no differences. 相似文献
998.
Karen E. French John H. Spurgeon Michael E. Nevett 《Research quarterly for exercise and sport》2013,84(3):179-188
Abstract The purpose of this study was to compare measures of body size in two samples of youth baseball players with normative data from the United States National Center for Health Statistics (NCHS) growth charts. One sample of youth baseball players participated in a local little league. The second sample of youth baseball players were members of eight of the twelve teams participating in the 1995 Dixie Youth World Series. Normative data for the United States (NCHS) were used as comparative data. Two trained anthropometrists measured standing height, sitting height, lower limb height, upper limb length, arm girth, calf girth, tricep skinfold, and abdomen skinfold on all participants. In both samples, pitchers, short stops, and first basemen were a more highly skilled group and exhibited larger body size (greater standing height, sitting height, lower limb height, upper limb length) than children who played at other positions. The standing height of local little league players was similar to the median of reference data at ages 7, 8, and 9 years. The standing height and weight of skilled players in both samples approximated the 75th percentile for standing height and weight at ages 10, 11, 12, and 13 years. The results suggest that baseball players exhibit larger body size than the normal population at young ages. Body size may be an important criterion used by coaches to select and assign young players to certain positions. 相似文献
999.
Karen E. French PhD John H. Spurgeon Michael E. Nevett 《Research quarterly for exercise and sport》2013,84(3):194-201
Abstract Previous research has shown that experts exhibit superior response selection and skill execution during performance in youth sport. The purpose of this study was to examine differences in cognitive and skill execution components of game performance in young baseball players (N = 159) with, varying levels of expertise. Three levels of expertise (low-, average-, and high-skilled players) were identified at each age level (7, 8, 9, and 10 years of age). Game performance was videotaped, and measures of skill execution (throwing accuracy, throwing force, fielding, catching, batting average, and batting contact) and cognitive components (positioning, decisions) were developed from observational analysis. The results indicated that baseball skill execution during game play maximally discriminated expertise levels. 相似文献
1000.