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排序方式: 共有395条查询结果,搜索用时 32 毫秒
361.
Kathy L. Fenstermaker Sharon A. Plowman Marilyn A. Looney 《Research quarterly for exercise and sport》2013,84(3):322-327
Abstract Speed and energy expenditure of the closed and open freestyle swimming turns were determined on six male swimmers. The subjects were tested while in a post-absorptive state. Resting metabolic rates were determined utilizing an open-circuit, Douglas bag method. The test included swimming a distance of 70 ft. and performing either the closed or open turn without taking a breath. Upon completion of the test, the subject breathed into a Douglas bag for 15 min. Each turn was timed with a stopwatch; a turn started 3 ft. 10 in. before touching and ended as the feet left the side of the pool. Statistical treatment of the date revealed no significant difference in energy expenditure. However, the closed turn proved to be significantly faster than the open. 相似文献
362.
Marilyn A. Looney Jennie Gilbert 《Measurement in physical education and exercise science》2013,17(4):268-283
The purpose of the study was to determine if currently used FITNESSGRAM® cut-off scores for the Back Saver Sit and Reach Test had the best criterion-referenced validity evidence for 6–12 year old children. Secondary analyses of an existing data set focused on the passive straight leg raise and Back Saver Sit and Reach Test flexibility scores of 87 boys and 91 girls. The reliability and validity evidence was determined for Back Saver Sit and Reach Test cut-off scores of 7, 8, 9, and 10 inches for the boys and girls separately. Reliability evidence for passive straight leg raise and all Back Saver Sit and Reach Test cut-off scores was good to excellent. The most valid cut-off scores had the highest proportion of correct decisions associated with sensitivity ≥.67, and false-positive rate ≤.24. Based on moderate validity evidence, the best Back Saver Sit and Reach Test cut-off scores for 6–12 year olds are 8 and 9 inches for boys and girls, respectively. These findings should be cross-validated with other samples. 相似文献
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364.
Marilyn Fleer 《Cultural Studies of Science Education》2012,7(1):31-39
Christina Siry and Johaira Lara in researching pre-service teachers field based experiences of elementary science education
bring to the fore the importance of teacher identity. In this paper, an alterative reading of pre-service teaching experience
is given, one that complements the analysis provided by Siry and Lara, but which utilizes the cultural-historical concepts
of emotions and imagination and creativity. It is argued that these important concepts give further insights into becoming a teacher of elementary science. 相似文献
365.
366.
Maurine A. Fry Marilyn J. Haring Joyce H. Crawford 《Contemporary educational psychology》1982,7(4):325-326
Task performances of 35 first graders were analyzed in relation to their third-grade reading and arithmetic test scores. The visual—auditory (V-A) task, requiring the child to select the correct auditory representation of a visually presented CVC (Consonant-Vowel-Consonant), accounted for 48% of the variance in third-grade reading scores. Arithmetic scores were not significantly related to any task performance. 相似文献
367.
Marilyn Morris 《Health information and libraries journal》1989,6(1):41-42
368.
369.
Marilyn Helmer 《英语沙龙》2008,(12)
Eric在找自己的读书报告时无意中翻出了全家在新年时列出的新年计划,这时全家才恍然想起自己都没有很好地实践自己的计划。最终大家决定与其等到明年再重新制定新年计划,还不如从现在就开始完成自己未完成的心愿。 相似文献
370.
Marilyn A. Winkleby Judith Ned David Ahn Alana Koehler Jeanne D. Kennedy 《Journal of Science Education and Technology》2009,18(6):535-545
Despite decades of precollege science education programs, African Americans, Latinos, and Native Americans remain critically
underrepresented in science and health professions. This report describes college and career outcomes among graduates of the
Stanford Medical Youth Science Program (SMYSP), a 5-week summer residential program for low-income high school students among
whom 97% have been followed for up to 21 years. Approximately 24 students are selected annually, with participation limited
to low-income students who have faced substantial personal hardships. Undergraduate and medical students provide key program
leadership and training. The curriculum is based on science inquiry education and includes hospital internships, anatomy practicums,
research projects, faculty lectures, college admissions/standardized test preparation, and long-term college and career guidance.
A total of 476 high school students participated between 1988 and 2008, with 61% from underrepresented ethnic minority groups.
Overall, 78% of African American, 81% of Latino, and 82% of Native American participants have earned a 4-year college degree
(among those admitted to college, and excluding those currently attending college). In contrast, among 25–34-year old California
adults, 16% of African Americans, 8% of Latinos, and 10% of Native Americans earn a 4-year college degree. Among SMYSP’s 4-year
college graduates, 47% are attending or have completed medical or graduate school, and 43% are working as or training to become
health professionals. SMYSP offers a model that expands inquiry-based science education beyond the classroom, and recognizes
the role of universities as “high school interventionists” to help diversify health professions. 相似文献