全文获取类型
收费全文 | 366篇 |
免费 | 12篇 |
专业分类
教育 | 260篇 |
科学研究 | 12篇 |
各国文化 | 13篇 |
体育 | 36篇 |
文化理论 | 2篇 |
信息传播 | 55篇 |
出版年
2023年 | 4篇 |
2022年 | 8篇 |
2021年 | 8篇 |
2020年 | 18篇 |
2019年 | 23篇 |
2018年 | 29篇 |
2017年 | 30篇 |
2016年 | 23篇 |
2015年 | 9篇 |
2014年 | 26篇 |
2013年 | 80篇 |
2012年 | 10篇 |
2011年 | 19篇 |
2010年 | 7篇 |
2009年 | 5篇 |
2008年 | 12篇 |
2007年 | 11篇 |
2006年 | 9篇 |
2005年 | 1篇 |
2004年 | 6篇 |
2003年 | 4篇 |
2002年 | 3篇 |
2001年 | 1篇 |
2000年 | 3篇 |
1999年 | 4篇 |
1998年 | 1篇 |
1997年 | 2篇 |
1996年 | 1篇 |
1994年 | 1篇 |
1991年 | 1篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1985年 | 2篇 |
1982年 | 2篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1974年 | 1篇 |
1971年 | 1篇 |
1970年 | 1篇 |
1967年 | 1篇 |
1966年 | 1篇 |
1963年 | 1篇 |
1962年 | 1篇 |
1936年 | 1篇 |
1865年 | 1篇 |
1850年 | 1篇 |
排序方式: 共有378条查询结果,搜索用时 15 毫秒
191.
Using a mixed methods design, the researchers investigated understandings and practices of democracy across Round Square, a worldwide network of 180 schools committed to shared values. An extensive questionnaire received 4020 student and 863 teacher returns; additionally, leaders, students, and parents from five case study schools on different continents were interviewed. All stakeholder groups were found to value democracy highly, but saw its implementation in their schools as challenging and limited. While staff and parents espoused more holistic understandings of democratic practices and cultures, students focused primarily on systems of election and representation. A philosophically informed framework for developing ‘responsible leadership’, and a values-led approach to school improvement, are offered to deepen students’ democratic agency through informed, active, and reflective engagement with people, situations, and curricula. 相似文献
192.
Lisa Lim Joanne Arciuli Susan Rickard Liow Natalie Munro 《Scientific Studies of Reading》2014,18(3):173-191
This study examined whether there are processing differences between children with Down syndrome (DS; n = 22; 7 years 8 months to 13 years 10 months) and typically developing children (TD; n = 22; 6 years 6 months to 10 years 10 months), matched for receptive vocabulary. The TD children performed better on tests of nonverbal intelligence (matrices), phonological awareness (sound deletion), and phonological short-term memory (digit span), as well as spelling accuracy (30 single words). Separate regression analyses revealed that nonverbal intelligence and phonological awareness were the best predictors of spelling accuracy for TD children, whereas receptive vocabulary and phonological short-term memory were the best predictors for children with DS. An examination of spelling errors suggested that although children with DS do use some phonological awareness during spelling, deficits in short-term memory appear to limit success. The implications of these results for intervention studies are briefly discussed. 相似文献
193.
194.
Natalie A. Johnson De Zhang Melinda Gallagher 《Technology, Pedagogy and Education》2013,22(3):355-359
The following book is reviewed. 相似文献
195.
Samantha J. Downs Zoe R. Knowles Stuart J. Fairclough Natalie Heffernan Sarah Whitehead Sofie Halliwell 《欧洲特需教育杂志》2013,28(3):402-414
Aim: To explore teacher’s perceptions of barriers and facilitators to physical activity (PA), including enabling, reinforcing and predisposing factors amongst children and young people (CYP) with intellectual disabilities (ID). Method and procedures: The Youth Physical Activity Promotion (YPAP) Model was used to inform semi-structured focus groups to explore PA of CYP with ID. Participants were 23 (9 male) teachers and teaching assistants, from three special educational needs (SEN) schools (1?=?Primary, 2?=?Secondary) within North West England. Three focus groups were held with between six and eight participants, audio and video recorded and data transcribed. Data were inductively and deductively analysed using Nvivo and represented through pen profiles. Results: Three pen profiles were developed and structured around YPAP Model to display themes within the data. Enabling factors (facilities (n?=?23) and activity type (n?=?39)); reinforcing factors (influences of peers (n?=?23), family (n?=?10) and teachers (n?=?19) to PA engagement); and predisposing factors (healthy lifestyle (n?=?15), enjoyment of PA (n?=?14), adaptations for PA (n?=?10), structured play (n?=?10), effects of disability on PA (n?=?8) and the CYPs attitudes towards PA (n?=?8)). Conclusion: CYP with ID enjoy engaging in PA, particularly activities that are of a fun and unstructured nature which allow for progression of skills and promote independence. Participants recognised that they, as teachers, had an influence on the CYP’s PA engagement, however suggested that parents have the most influential role. Similar to previous research, participants noted that CYP with ID had a lack of understanding as regards the importance of PA engagement and its benefits to health. It is suggested a strong home–school link for CYP within SEN schools could prove to be a key facilitator for active and healthy lifestyles education and choices. 相似文献
196.
OBJECTIVE: The aim of this study was to examine the differential effects of multi-types of maltreatment in an adolescent sample. Different combinations of maltreatment (emotional, sexual, physical, neglect) were examined in relation to both negative affect and externalizing symptoms in male and female youth. METHOD: One thousand four hundred fifty-two middle and high school youth were recruited from urban schools and a mandated early warning truancy program. Youth completed an anonymous survey that included measures of child maltreatment, depression, suicide proneness, hopelessness, delinquency, hostility, substance use, and promiscuity. Respondents were categorized into groups of different combinations of maltreatment by their reports of sexual abuse, physical abuse, neglect (emotional and physical), and emotional abuse. RESULTS: Nearly two-thirds of boys and girls reported some form of maltreatment, and multi-type maltreatment was common (e.g., 13% reported experiencing both physical and sexual abuse and neglect). Individuals with maltreatment histories were more depressed (F=52.78, p<.0001), suicide prone (F=24.29, p<.001), and hopeless (F=32.07, p<.0001) than non-abused individuals. Maltreated adolescents were also more hostile (F=35.03, p<.0001), and they engaged in more delinquent behavior (F=26.76, p<.0001), promiscuity (F=8.54, p<.0001), and drug and alcohol use (F=9.61, p<.0001). Individuals experiencing multi-type maltreatment were the most symptomatic, particularly youth with histories of physical abuse, sexual abuse, and neglect. In general, gender differences in effects were not observed. CONCLUSIONS: The results highlight the importance of studying combined types of maltreatment, as well as understanding the particularly deleterious effects of neglect and emotional abuse. The results are generally consistent with an additive model of maltreatment effects. 相似文献
197.
Aaron S. Fox Jason Bonacci Natalie Saunders 《Sports biomechanics / International Society of Biomechanics in Sports》2020,19(4):493-509
ABSTRACT Field-based screening methods have a limited capacity to identify high-risk postures during netball-specific landings associated with anterior cruciate ligament (ACL) injuries. This study determined the biomechanical relationship between a single-leg squat and netball-specific leap landing, to examine the utility of including a single-leg squat within netball-specific ACL injury risk screening. Thirty-two female netballers performed single-leg squat and netball-specific leap landing tasks, during which three-dimensional (3D) kinematic/kinetic data were collected. One-dimensional statistical parametric mapping examined relationships between kinematics from the single-leg squat, and the 3D joint rotation and moment data from leap landings. Participants displaying reduced hip external rotation, reduced knee flexion, and greater knee abduction and knee internal rotation angles during the single-leg squat exhibited these same biomechanical characteristics during the leap landing (p < 0.001). Greater ankle dorsiflexion during the single-leg squat was associated with greater knee flexion during landing (p < 0.001). Ankle eversion during the single-leg squat was associated with frontal and transverse plane knee biomechanics during landing (p < 0.001). Biomechanics from the single-leg squat were associated with landing strategies linked to ACL loading or injury risk, and thus may be a useful movement screen for identifying netball players who exhibit biomechanical deficits during landing. 相似文献
198.
The popularity of forensic crime shows such as CSI has fueled debate about their potential social impact. This study considers CSI's potential effects on public understandings regarding DNA testing in the context of judicial processes, the policy debates surrounding crime laboratory procedures, and the forensic science profession, as well as an effect not discussed in previous accounts: namely, the show's potential impact on public understandings of DNA and genetics more generally. To develop a theoretical foundation for research on the "CSI effect," it draws on cultivation theory, social cognitive theory, and audience reception studies. It then uses content analysis and textual analysis to illuminate how the show depicts DNA testing. The results demonstrate that CSI tends to depict DNA testing as routine, swift, useful, and reliable and that it echoes broader discourses about genetics. At times, however, the show suggests more complex ways of thinking about DNA testing and genetics. 相似文献
199.
200.
Teo Paoletti Irma E. Stevens Natalie L. F. Hobson Kevin C. Moore Kevin R. LaForest 《Educational Studies in Mathematics》2018,97(1):93-109
Researchers have argued teachers and students are not developing connected meanings for function inverse, thus calling for a closer examination of teachers’ and students’ inverse function meanings. Responding to this call, we characterize 25 pre-service teachers’ inverse function meanings as inferred from our analysis of clinical interviews. After summarizing relevant research, we describe the methodology and theoretical framework we used to interpret the pre-service teachers’ activities. We then present data highlighting the techniques the pre-service teachers used when responding to tasks that involved analytical and graphical representations of functions and inverse functions in both decontextualized and contextualized situations and discuss our inferences of their meanings based on their activities. We conclude with implications for the teaching and learning of inverse function and areas for future research. 相似文献