全文获取类型
收费全文 | 503篇 |
免费 | 5篇 |
专业分类
教育 | 421篇 |
科学研究 | 6篇 |
各国文化 | 9篇 |
体育 | 36篇 |
文化理论 | 2篇 |
信息传播 | 34篇 |
出版年
2023年 | 3篇 |
2020年 | 12篇 |
2019年 | 7篇 |
2018年 | 9篇 |
2017年 | 15篇 |
2016年 | 19篇 |
2015年 | 12篇 |
2014年 | 12篇 |
2013年 | 120篇 |
2012年 | 8篇 |
2011年 | 10篇 |
2010年 | 18篇 |
2009年 | 16篇 |
2008年 | 5篇 |
2007年 | 25篇 |
2006年 | 17篇 |
2005年 | 12篇 |
2004年 | 10篇 |
2003年 | 7篇 |
2002年 | 11篇 |
2001年 | 5篇 |
2000年 | 10篇 |
1999年 | 7篇 |
1998年 | 6篇 |
1997年 | 8篇 |
1996年 | 6篇 |
1995年 | 6篇 |
1994年 | 7篇 |
1993年 | 3篇 |
1992年 | 7篇 |
1991年 | 8篇 |
1990年 | 3篇 |
1989年 | 12篇 |
1988年 | 2篇 |
1987年 | 3篇 |
1985年 | 10篇 |
1984年 | 5篇 |
1983年 | 4篇 |
1982年 | 10篇 |
1981年 | 5篇 |
1979年 | 5篇 |
1978年 | 3篇 |
1977年 | 4篇 |
1976年 | 2篇 |
1975年 | 3篇 |
1974年 | 3篇 |
1973年 | 3篇 |
1969年 | 3篇 |
1968年 | 2篇 |
1966年 | 2篇 |
排序方式: 共有508条查询结果,搜索用时 15 毫秒
401.
402.
403.
404.
405.
Igor Guisasola Iain James Ceri Llewellyn Victoria Stiles Sharon Dixon 《Sports Engineering》2009,12(2):99-109
The quasi-static testing of soils used in natural turf pitches yields key parameters in soil modelling, including elastic
moduli, Poisson’s ratio and Mohr–Coulomb parameters for shearing resistance and cohesion in soil. The bulk strength of a Sand
soil used in the construction of elite sports surfaces was found to increase initially and then decrease with increasing water
content due to apparent cohesion effects. For a Clay Loam soil, more common in recreational facilities, shear strength decreased
with water content. Reducing density resulted in a reduction of shear strength and elastic moduli in both soils due to reduced
packing of particles reducing particle–particle contact surface area. The effect of roots on the shear strength of a Sand
soil was not significant but reduced elastic moduli significantly. Horizontal forces measured during running and turning in
a biomechanics laboratory were in good agreement with forces predicted using a simple quasi-static soil model for coarse-grained
(Sand) soils although this was not the case with the Clay Loam soil. 相似文献
406.
407.
408.
Pat Thomson 《Journal of educational administration and history》2011,43(3):249-272
New categories of leadership are continually being invented. Because the ways we think are productive of the ways in which we act, it is important to hold these rhetorical innovations to account. This paper focuses on the latest of these categories – creative leadership. Mobilising a Foucauldian notion of ‘discourse’ I deconstruct the notion of creative leadership as it has recently been represented in five published texts. I suggest that the interpretation on offer has a determinist view of the future, ignores the history of debates about creativity, offers creativity as a generic skill and underestimates what it is that teachers and leaders might need to do in order to work creatively. I show that the notion of creative leadership on offer is strongly connected with that of creative learning, and put the ‘recipe’ offered by one set of texts into conversation with a body of empirical evidence about what is happening in schools that aim to promote creative learning. I argue that what is evident from the dialogue between the texts and the empirical studies is that it is pedagogical leadership that is absent but is actually most required, embedded in leadership/management principles and practices that promote social justice. 相似文献
409.
Foundations of dynamic learning analytics: Using university student data to increase retention 下载免费PDF全文
Sara de Freitas David Gibson Coert Du Plessis Pat Halloran Ed Williams Matt Ambrose Ian Dunwell Sylvester Arnab 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(6):1175-1188
With digitisation and the rise of e‐learning have come a range of computational tools and approaches that have allowed educators to better support the learners' experience in schools, colleges and universities. The move away from traditional paper‐based course materials, registration, admissions and support services to the mobile, always‐on and always accessible data has driven demand for information and generated new forms of data observable through consumption behaviours. These changes have led to a plethora of data sets that store learning content and track user behaviours. Most recently, new data analytics approaches are creating new ways of understanding trends and behaviours in students that can be used to improve learning design, strengthen student retention, provide early warning signals concerning individual students and help to personalise the learner's experience. This paper proposes a foundational learning analytics model (LAM) for higher education that focuses on the dynamic interaction of stakeholders with their data supported by visual analytics, such as self‐organising maps, to generate conversations, shared inquiry and solution‐seeking. The model can be applied for other educational institutions interested in using learning analytics processes to support personalised learning and support services. Further work is testing its efficacy in increasing student retention rates. 相似文献
410.