全文获取类型
收费全文 | 155篇 |
免费 | 1篇 |
专业分类
教育 | 106篇 |
科学研究 | 12篇 |
各国文化 | 1篇 |
体育 | 14篇 |
文化理论 | 1篇 |
信息传播 | 22篇 |
出版年
2022年 | 4篇 |
2021年 | 3篇 |
2020年 | 5篇 |
2019年 | 8篇 |
2018年 | 6篇 |
2017年 | 3篇 |
2016年 | 6篇 |
2015年 | 6篇 |
2014年 | 7篇 |
2013年 | 30篇 |
2012年 | 4篇 |
2011年 | 8篇 |
2010年 | 3篇 |
2009年 | 4篇 |
2008年 | 4篇 |
2007年 | 2篇 |
2006年 | 1篇 |
2005年 | 1篇 |
2004年 | 2篇 |
2003年 | 2篇 |
2002年 | 3篇 |
2001年 | 1篇 |
2000年 | 1篇 |
1999年 | 2篇 |
1998年 | 1篇 |
1996年 | 3篇 |
1995年 | 4篇 |
1994年 | 3篇 |
1993年 | 3篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1990年 | 1篇 |
1989年 | 2篇 |
1988年 | 3篇 |
1987年 | 1篇 |
1985年 | 1篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1978年 | 2篇 |
1976年 | 2篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1966年 | 1篇 |
1959年 | 1篇 |
排序方式: 共有156条查询结果,搜索用时 15 毫秒
151.
Marcel Bursztyn 《Environmental Education Research》2014,20(3):313-332
Interdisciplinarity plays a major role in the debate about the sustainability of human societies, in general, and about the crisis and the future of the University. If the twentieth century can be identified as an era of specialization in Academia, there is a tendency now to add interdisciplinary spaces to the traditional disciplinary research and training organization. Non-academic research institutions (NARIs) are showing more flexibility than universities to respond to problem-oriented demands. This article analyzes the current prevalence of a rigid disciplinary academic framework and discusses its limitations in the face of complex demands, such as sustainability science (SS) and technology. Examples from the Brazilian graduate programs in SS are presented to describe some institutional pathologies that usually affect the attempts to achieve interdisciplinarity and SS and technology. Among the main conclusions, are the need for more interaction among universities and NARIs and the need to integrate disciplinarity and interdisciplinarity, rather than continue to deal with them as opposites. 相似文献
152.
Jan Taeymans Peter Clarys Hassane Abidi Marcel Hebbelinck William Duquet 《Journal of sports sciences》2013,31(8):833-841
Abstract This longitudinal study analyses the development and predictability of static strength and their interactions with maturation in youth. Of 515 children followed annually from age 6 to 18 years, 59 males and 60 females were measured again at age 35. Early, average, and late maturity groups were established. Body height and mass were assessed. Static strength was measured using handgrip dynamometry. Pearson correlations were used as tracking coefficients. From 6 to 12 years of age, no static strength differences were found to exist between the maturity groups of both sexes. Static strength is significantly higher in early than in average and late maturing boys (age 13–16). In girls, a dose–response effect exists (age 11–14). Adult static strength predictability is low in early maturing boys and late maturing girls. It is moderate to high (50–76%) in the other maturity groups up to age 14. Predictors for adult static strength are childhood and adolescent handgrip dynamometry (in females only), medicine ball throw, sit-up, hockey ball throw, and 25-m sprint. Handgrip is a fair predictor of adult static strength at most ages in early and average maturing females; in average maturing males, it is a predictor at age 11. Other indicators of strength (e.g. hockey ball throw) are predictors in males. 相似文献
153.
154.
Marcel Helbig 《British Journal of Sociology of Education》2012,33(5):661-677
The prevalence of women in the teaching profession has been claimed by various scholars to be responsible for the low school performance among boys. Based on this claim there have been widespread calls for increasing the share of male teachers as a means of improving boys' school performance. There is, however, very little empirical evidence supporting the claim that boys do in fact benefit from being taught by male teachers. Drawing on data from the 2007 Trends in International Mathematics and Science Study and the 2006 Progress in International Reading Literacy Study, this paper examines the relationship between teacher gender and boys' and girls' respective school performance in a sample of 146,315 elementary school students from 21 countries. It finds that boys do not benefit from being taught by male teachers, neither in mathematics nor in reading. In some countries, however, girls seem to profit from being taught by female teachers. 相似文献
155.
This study describes the long‐term effects of a staff development programme based on selected findings from teaching effectiveness research in schools with multigrade or mixed‐age classes. The short‐term effects of this programme were examined in two studies directed at schools with multigrade classes. The first improvement study was conducted in the school year 1986/87; the second improvement study was conducted in 1989/90. In the latter study, the effects of coaching in addition to participation in the staff development programme were also evaluated. In the school year 1992/93, a retention or follow‐up study was conducted. A quasi‐experimental, treatment‐control group design was used to test the long‐term effects of the programme ‘Dealing with multigrade classes’ and the effects of coaching. Based on pre‐ and post‐training classroom observations, the follow‐up study revealed a significant treatment effect for the time‐on‐task levels of the pupils in the multigrade classes and for the instructional and classroom management skills of the teachers. No significant differences were found between the coached and uncoached teachers and between the teachers who followed the programme either 2 or 5 years ago. No significant differences were found between the post‐test and the retention test. This suggests that the training results were quite stable. No indication of further growth in the executive control of the selected instructional and classroom management skills was found. No significant differences in achievement were found between the pupils in classes with trained teachers and the pupils in classes with untrained teachers. 相似文献
156.
Rianne Pinxten Mathieu Desclée Marcel Eens 《International Journal of Science Education》2016,38(14):2303-2325
In 1963, the Nobel Prize-winning ethologist Niko Tinbergen proposed a framework for the scientific study of animal behaviour by outlining four questions that should be answered to have a complete understanding: causation, ontogeny, function and evolution. At present, Tinbergen’s framework is still considered the best way to guide animal behavioural research. Given the importance in science instruction of demonstrating how scientists work and ask questions, we investigated to what extent Tinbergen’s questions are addressed in biology textbooks in secondary education in Flanders, Belgium, and represented in upper-secondary and first-year university students’ explanations of behaviour in general and of specific animal behaviours. Our results revealed that teaching of animal behaviour mainly addresses ontogeny and causation, and that Tinbergen’s framework is not explicitly referred to. Students typically addressed only one or two questions, with the majority addressing causation or both causation and ontogeny when explaining behaviour in general, but function or causation and function when explaining specific animal behaviours. This high prevalence of function may be due to teleological thinking. Evolution was completely neglected, even in university students who had recently completed an evolution course. Our results revealed that transfer of the concepts of ontogeny and evolution was (almost) absent. We argue why Tinbergen’s framework should be an integral part of any biology curriculum. 相似文献