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161.
The purpose of this investigation was to study the effects of an acute bout of aerobic exercise on state anxiety of women while controlling for iron status (hemoglobin and serum ferritin). Participants were 24 active women, ages 18-20 years (n = 12) and 35-45 years (n = 12). In addition to a nonexercise control condition, participants completed one exercise bout at 60% maximal oxygen uptake (VO2max) and one at 80% VO2max. Each exercise session consisted of a 33-min bout in which participants exercised at their target intensities for a 20-min segment. Immediately before each exercise trial, participants were given the Spielberger State Anxiety Inventory (SAI). The SAI was again administered immediately following the exercise session and at 30, 60, and 90 min postexercise. Data were analyzed using an Age x Intensity x Time (2 x 3 x 5) repeated measures analysis of covariance (ANCOVA) with iron status serving as the covariate. The ANCOVA on state anxiety yielded significant effects for time (p < .0001, eta2(p) = .48), the Intensity x Time interaction (p = .0006, eta2(p) = .19), and the Intensity x Age interaction (p = .04, eta2(p) = .15). All three exercise conditions (including control) showed a decline in state anxiety across time, but the 80% VO2max condition showed a sharper decline. Intensity of exercise conditions did not differ in state anxiety at baseline or immediately after exercise, but a difference favoring the 80% VO2max condition over the control condition emerged at 30 min postexercise. After controlling for iron status, older women who exercised at 80% VO2max exhibited lower SAI scores compared to the control condition. 相似文献
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163.
Research in Special Needs Education: Objectivity or Ideology? 总被引:1,自引:0,他引:1
Social science, including research into special educational needs, purports to be objective, and much of special needs research falls into the empirical-analytic paradigm which regards human affairs as containing measurable, law-like qualities to be identified and manipulated. It is argued, however, that this may be a flawed assumption and that all researchers need to be aware of the potentially political nature of their position. The sources, for instance, of a physical disability need to be located, not in the physical problem per se , but within the way society seeks to deal with it. Although researchers may like to view themselves as impartial seekers of the truth, it is suggested that research techniques themselves emerge from a theoretical position which reflects their beliefs, values and dispositions towards the world. They also gain, directly or indirectly, from the research process in terms of kudos or academic recognition. A tentative alternative paradigm is presented which attempts to challenge the 'normalisation' approach to teaching those designated as having special needs. 相似文献
164.
Students with special educational needs: transitions from primary to secondary school 总被引:3,自引:0,他引:3
This article looks at the experiences of young people with Statements of special educational needs prior to and following moves from primary to secondary school. Pam Maras and Emma-Louise Aveling of the University of Greenwich, London, used interviews to develop six qualitative case studies focusing on the transition process. Findings from these case studies reveal that the young people varied in their expectations and needs during the transition to secondary school, and that schools differed in the quality and efficacy of the support systems they provide. Parents' and carers' responses suggest that additional support services were not necessarily the most beneficial way to provide for all of the young people. What did appear to be beneficial was continuity of support throughout the transition to a new school, and the provision of a dedicated space within the school, such as a special needs unit. Several of the young people adapted easily alongside their peers without special educational needs, while others required more structured support. Pam Maras and Emma-Louise Aveling suggest that effective communication between support services, the young person, and their parents can facilitate successful transitions by allowing support to be tailored to individual students' needs. 相似文献
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166.
Pam Christie 《British Journal of Sociology of Education》1990,11(1):37-48
This article analyses curriculum changes that have accompanied the reform movement to desegregate private and religious schools in South Africa. In a context of racially segregated State schooling, the 'open' schools have admitted students of all races to what were previously white schools. An examination of the curriculum practices of these schools reveals different patterns in terms of the extent to which schools have modified their practices to acknowledge their black enrolments, and their different approaches to the political crisis in South Africa. The article suggests that the assimilationist practices of most of the open schools illustrate their limits as a reform movement; but it suggests also that they are the only schooling venture during this period that has engaged with issues of desegregation in South Africa in a sustained way. 相似文献
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168.
Lorena Ortega Lars-Erik Malmberg Pam Sammons 《School Effectiveness & School Improvement》2018,29(2):308-337
This study investigates school effects on primary school students’ language and mathematics achievement trajectories in Chile, a context of particular interest given its large between-school variability in educational outcomes. The sample features an accelerated longitudinal design (3 time points, 4 cohorts) together spanning Grades 3 to 8 (n = 19,704 students in 156 schools). The magnitudes of school effects on students’ growth trajectories were found to be sizeable (generally larger than school effects in Western industrialised countries) and moderately consistent across school subjects. School composition effects on student achievement status were found for both school subjects. However, there was no evidence of composition effects on student achievement growth. The study provides new evidence on the size and nature of school effects in a developing country context based on state-of-the-art methods (i.e., accelerated longitudinal and growth curve models). 相似文献
169.
Nilan Pam 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(6):563-584
This study addresses educational reform in Indonesia with reference to one of the most important potential agents of change in any national system of schooling - its teachers. The empirical data on secondary teachers and trainee teachers used here are taken from a larger case study of the attitudes and opinions of stakeholders in the education system of North Bali. Secondary teachers in Bali, as elsewhere in Indonesia, are seriously underpaid, but not necessarily undervalued in the community. They take on other jobs to support themselves and their families, yet they do not lack commitment to the professional task of teaching. It is argued that financial pressure on teachers to find other sources of remuneration militates against their capacity to act as agents of change in the rapidly reforming Indonesian state. Furthermore, teaching is not often seen as a financially rewarding profession by a new generation of secondary-school graduates. The author recommends that teachers' salaries be raised and infrastructure support for schools increased. 相似文献