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51.
Machar Reid Miguel Crespo Luca Santilli Dave Miley James Dimmock 《Journal of sports sciences》2013,31(6):667-672
Abstract The relationship between junior boys' tennis success, as measured by a top 20 International Tennis Federation's Junior Circuit (ITFJC) ranking, and subsequent ranking accomplishments in professional men's tennis is discussed. The names, countries, and birthdates of all players to achieve a top 20 ITFJC boys' year-end ranking from 1992 to 1998 were recorded. The progress of these players through the professional ranks was then tracked to the end of 2004. Results indicate that 91% of top 20-ranked boys achieved a professional men's ranking, while a stepwise regression analysis revealed junior ranking (JR) to be a predictor of future, professional ranking (β = 0.232, r 2 = 0.054, p < 0.05). A regression equation [predicted professional rank = 78.17 + 6.31?(JR)] accounted for a significant amount of variance in professional ranking. For male players, therefore, the achievement of a top 20 junior ranking appears to be a reasonable yardstick for future, professional success. The type of surface upon which junior players develop their games was also shown to influence professional ranking highs, with play on clay courts or a combination of clay and hard courts helping to produce higher, professionally ranked players than hard court play alone (p≤ 0.01). 相似文献
52.
AbstractSuccess in professional tennis is measured, at least in part, by rankings. However, there is little quantitative evidence to inform stakeholders regarding what represents the typical ranking progress of top-ranked players. The objective of this study was therefore to compare the ranking trajectories of male players whom achieved peak professional rankings in the Top 250, 175, 100, 50, 20 and 10. The 11,396 birthdates and weekly professional rankings of all players between 27 August 1973 and 31 October 2011 were collated. The peak ranks for each athlete according to their both chronological age and number of years on tour were identified and athletes were categorised into one of six career–peak ranking bands. One-way analysis of variance tests confirmed distinctive ranking trajectories, which were most pronounced among Top 10 players. The rankings of these players were statistically distinguishable following players’ second year on tour or by 17 years of age. The ranking signature of all Top 100 players emerged as significantly different to players that failed to enter the Top 100 by their fourth year on the tour. Indeed, the representation of ranking as a function of years on tour should be considered for use by tennis policy-makers in the future. 相似文献
53.
Rachel Duffy Andrew Fearne Sue Hornibrook Karise Hutchinson Andrea Reid 《International Journal of Information Management》2013
Given the crucial role of suppliers in collaborative supply chains, it is surprising that little attention has been paid to the nature and management of supplier relationships in the implementation of a retailer's Customer Relationship Management (CRM) strategy. To address this gap in the extant literature, the theory of organizational justice is used to explore the extent to which perceived fairness in buyer–supplier relationships supports or inhibits supplier engagement with the CRM process. The rationale is that suppliers who feel fairly treated by key retail customers are more likely to invest resources in the acquisition and use of data central to the retailer's CRM strategy. By empirically testing a conceptual model linking downstream CRM to upstream SRM, the results provide evidence to indicate that customer data use is significantly influenced by perceptions of fairness, particularly with respect to the distribution of rewards, and the transparency of decision-making processes. As a key criticism of CRM centers upon the failure of organizations to exploit the full potential of customer data, the results highlight the usefulness of understanding the relational linkages between buyers and suppliers and the consequential behavior of suppliers in terms of engagement with customer data vital to the success of retailers’ CRM strategies. 相似文献
54.
Machar Reid Bruce Elliott 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(1):47-68
The study investigated differences in the one‐ (SH) and two‐handed (DH) backhands when hit flat, across‐court (AC) and down‐the‐line (DL), and with heavy topspin DL (TDL). The ability to disguise each of these backhands when hitting the above strokes was also assessed. Eighteen college‐level male tennis players, identified as having a high performance topspin SH (n = 6) or DH (n = 12) backhand drive, participated in the study. Players were required to hit three AC, DL and TDL backhands from the baseline with their preferred technique, while being filmed with two high‐speed video cameras operating at 200 Hz. The highest horizontal velocity backhand for each stroke was analysed. Results indicated that the sequential coordination of five body segments (hips, shoulder, upper arm, forearm, and hand/racquet rotations) was required for the execution of the SH stroke. The same number of segments were generally coordinated in the DH stroke (hips, shoulders, and varying degrees of upper arm and forearm rotations followed by hand/racquet movement). Mature players produced comparable racquet horizontal velocities 0.005 s prior to impact using either the SH or DH backhand technique. The SH backhand was characterised by a more rotated shoulder alignment than the DH stroke (SH: 119.1°; DH: 83.4°) at the completion of the backswing. At impact the ball was impacted further in front (SH: 0.59 m; DH: 0.40 m) and a similar distance to the side of the body (SH: 0.75 m; DH: 0.70 m). Players using the DH backhand technique delayed the horizontal acceleration of the racquet towards the ball (SH: 0.13 s; DH: 0.08 s prior to impact) and thus were capable of displaying a similar hitting motion closer to impact than players with a SH technique. 相似文献
55.
We investigated the contributions of stressful life events and resources (social support and social problem-solving skills) to predicting changes in children's adjustment. At Time 1, 361 third through fifth graders completed measures of social support and social problem-solving skills. Their parents completed a stressful life events scale and a child behavior rating measure. The children's teachers provided ratings of behavioral and academic adjustment. 2-year follow-up data (Time 2) were obtained for approximately half of the sample on the same measures. Time 1 stressful life events and resources showed some significant but modest zero-order correlations with the Time 2 adjustment indices. Hierarchical multiple regressions revealed prospective effects for Time 1 social support on later teacher-rated competencies and grade-point average. In addition, increases over time in social support and social problem-solving skills (a composite score) were significantly related to improvement in behavioral and academic adjustment, whereas stressful life events were not predictive of adjustment. 相似文献
56.
Teachers or learning leaders?: where have all the teachers gone? gone to be leaders,everyone 总被引:1,自引:0,他引:1
This paper traces the dramatic proliferation of leadership roles in English primary and secondar schools, due mainly to central government education policy of the past two decades. This has transformed schools from relatively simple to highly complex organizations and has impacted on the working conditions of, and demands on, teachers, together with many aspects of schooling. These changes are illustrated with typical examples of schools' leadership structures and their functioning. Interview data provide teachers' views on, and reactions to, the changes in school leadership. The paper also reviews the ways in which teacher education institutions have responded in terms of providing initial and in‐service education and training to equip the profession for this new and developing challenge. It examines the reception of such programmes by teachers and the reported impact on schools' management and the role of leadership within it. 相似文献
57.
Alan J. Reid Gary R. Morrison Linda Bol 《Educational technology research and development : ETR & D》2017,65(1):29-45
This paper presents results from an experimental study that examined embedded strategy prompts in digital text and their effects on calibration and metacomprehension accuracies. A sample population of 80 college undergraduates read a digital expository text on the basics of photography. The most robust treatment (mixed) read the text, generated a summary for each page of text, and then was prompted with a metacognitive strategy. The metacognitive treatment received metacognitive strategy prompts only, and the cognitive group implemented the cognitive strategy (summarization) only. A control group read the text with no embedded support. Groups were compared on measures of achievement, attitudes, cognitive load, and metacomprehension and calibration accuracy. Results indicated that a combination of embedded cognitive and metacognitive strategies in digital text improved learner achievement on application-level questions, yielded more accurate predictive calibration, and strengthened the relationship between metacomprehension and performance, all of which are common attributes of an academically successful learner. 相似文献
58.
Creativity is viewed in different ways in different disciplines: in education it is called ‘innovation’, in business it is
‘entrepreneurship’, in mathematics it is often equated with ‘problem solving’, and in music it is ‘performance’ or ‘composition’.
A creative product in different domains is measured against the norms of that domain, with its own rules, approaches and conceptions
of creativity. 相似文献
59.
A Comparison between Inspection Reports on the Management of School Attendance Throughout the Education Service 总被引:2,自引:0,他引:2
Ken Reid 《Pastoral Care in Education》2005,23(4):31-41
This is the first article to compare and contrast the outcomes of Office for Standards in Education (Ofsted) reports on the management of school attendance issues in primary and secondary schools, out-of-school and local education authorities (LEA) provision. The findings indicate that schools and LEAs are judged using very strict criteria based on a school's or LEA's authorized or unauthorized rates of attendance, which are then compared with national norms, targets and Ofsted criteria. By contrast, out-of-school providers, often pupil referral units (PRUs), are given much more latitude despite their more obvious and serious attendance difficulties. This paper presents an insight into the reasons given by Ofsted inspectors for making either their positive or negative judgements on schools', PRUs' or LEAs' performances on the management of their attendance agenda. The implications of these findings are considered and conclusions drawn based on the evidence. Further research will be necessary to compare the findings in this paper with subsequent outcomes given the proposed changes with Ofsted's methodology and criteria for conducting its future inspections. 相似文献
60.