全文获取类型
收费全文 | 506篇 |
免费 | 2篇 |
专业分类
教育 | 361篇 |
科学研究 | 16篇 |
各国文化 | 10篇 |
体育 | 52篇 |
文化理论 | 13篇 |
信息传播 | 56篇 |
出版年
2022年 | 4篇 |
2021年 | 6篇 |
2020年 | 5篇 |
2019年 | 19篇 |
2018年 | 24篇 |
2017年 | 10篇 |
2016年 | 12篇 |
2015年 | 10篇 |
2014年 | 13篇 |
2013年 | 130篇 |
2012年 | 15篇 |
2011年 | 13篇 |
2010年 | 12篇 |
2009年 | 6篇 |
2008年 | 10篇 |
2007年 | 14篇 |
2006年 | 8篇 |
2005年 | 11篇 |
2004年 | 3篇 |
2003年 | 5篇 |
2002年 | 6篇 |
2001年 | 6篇 |
2000年 | 11篇 |
1999年 | 8篇 |
1998年 | 6篇 |
1997年 | 4篇 |
1996年 | 12篇 |
1995年 | 5篇 |
1994年 | 6篇 |
1993年 | 9篇 |
1990年 | 3篇 |
1989年 | 8篇 |
1988年 | 6篇 |
1987年 | 3篇 |
1986年 | 4篇 |
1985年 | 5篇 |
1983年 | 6篇 |
1981年 | 3篇 |
1980年 | 6篇 |
1979年 | 5篇 |
1978年 | 5篇 |
1977年 | 4篇 |
1976年 | 6篇 |
1974年 | 4篇 |
1973年 | 3篇 |
1972年 | 5篇 |
1970年 | 3篇 |
1969年 | 4篇 |
1968年 | 4篇 |
1967年 | 2篇 |
排序方式: 共有508条查询结果,搜索用时 15 毫秒
91.
92.
93.
94.
95.
Within special education policy and practice, parents are expected to advocate for their children to receive appropriate special education and related services. However, the majority of parents report feeling disempowered to advocate; families from culturally and linguistically diverse (CLD) backgrounds may feel especially disempowered. Federally funded Parent Training and Information Centers (PTIs) exist in each state to empower historically underserved (including CLD) parents of children with disabilities. In this study, we examined how PTIs educate and empower CLD families through semi-structured interviews with 13 PTI staff members who work with CLD families across five states. The participants emphasized the importance of strategies such as conducting outreach in local communities and developing parent leaders among the CLD families they support. The findings also indicated that PTIs struggle with addressing external, systemic barriers which influence CLD families. Implications for research, policy, and practice are discussed. 相似文献
96.
The onset of exercise facilitates an improvement in psychomotor performance until the second ventilatory threshold, after which performance is reduced. This inverted-U relationship appears valid for incremental and steady-state exercise, however, not for intermittent exercise. This study examined changes in psychomotor performance of team sport officials during a laboratory-based match simulation. Twelve elite Australian football (n = 5) and rugby league (n = 7) officials (32.5 ± 5.5 years; 180.0 ± 6.8 cm; 78.8 ± 7.6 kg) completed the match simulation on a non-motorised treadmill. Physiological measures were routinely taken, while psychomotor performance was assessed using the Eriksen flanker task (multiple-choice response time). Significant reductions (P < 0.05) were observed in distance covered and high-speed running during the second half when compared to the first. No significant differences (P > 0.05) in psychomotor performance at different time points were observed. Response time was significantly improved when running above 65% of maximal sprinting speed (P < 0.01). This data questions the application of the inverted-U hypothesis for intermittent exercise and suggests that the short high-intensity efforts may not result in the same physiological events that limit psychomotor performance during sustained high-intensity exercise. More so, the high-intensity efforts during the match protocol appeared to promote psychomotor performance during the intermittent exercise. 相似文献
97.
Maurice Crul 《European Journal of Education》2018,53(4):481-494
Most educational research examines school outcomes at certain stages or at the final stage of the school career. This article looks at the entire school career and the transition to the labour market. It focuses on key transitions to identify the educational institutional arrangements that either help or hinder school and labour market success among the most disadvantaged groups in the Netherlands: young people of Moroccan and Turkish descent. The Dutch educational system is one of the most complicated school systems in Europe. Consequently, parents and children have to make many ‘choices’ when navigating it. Many of these key ‘choice’ moments are selection points, either because they are not real choices but dependent upon a teacher’s recommendation or because parents and pupils need a great deal of information about the school system in order to make a choice. This usually results in inequalities for the most disadvantaged groups. Because selection is disguised as ‘choices’, the structural inequalities of the Dutch school system are not usually perceived as blocking mechanisms for disadvantaged students 相似文献
98.
99.
100.
Richard C. Burke 《Educational Media International》2013,50(2):80-85
Abstract The author, a Professor of Telecommunications at Indiana University, had the opportunity of helping to develop the radio component of a large non‐formal education project in Bolivia. Accompanying print material was seen as an important element, and in this article he describes how sensitive observations helped the style and content to evolve and become more effective. 相似文献