全文获取类型
收费全文 | 231篇 |
免费 | 4篇 |
专业分类
教育 | 155篇 |
科学研究 | 33篇 |
各国文化 | 3篇 |
体育 | 20篇 |
文化理论 | 2篇 |
信息传播 | 22篇 |
出版年
2023年 | 3篇 |
2021年 | 5篇 |
2020年 | 4篇 |
2019年 | 17篇 |
2018年 | 6篇 |
2017年 | 10篇 |
2016年 | 6篇 |
2015年 | 5篇 |
2014年 | 9篇 |
2013年 | 34篇 |
2012年 | 4篇 |
2010年 | 3篇 |
2009年 | 8篇 |
2007年 | 5篇 |
2006年 | 7篇 |
2005年 | 5篇 |
2004年 | 4篇 |
2003年 | 3篇 |
2002年 | 4篇 |
2001年 | 7篇 |
2000年 | 3篇 |
1999年 | 6篇 |
1998年 | 3篇 |
1997年 | 3篇 |
1996年 | 3篇 |
1994年 | 2篇 |
1993年 | 3篇 |
1992年 | 2篇 |
1990年 | 4篇 |
1989年 | 2篇 |
1986年 | 2篇 |
1984年 | 2篇 |
1982年 | 3篇 |
1979年 | 3篇 |
1978年 | 3篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1970年 | 3篇 |
1951年 | 6篇 |
1946年 | 3篇 |
1939年 | 1篇 |
1937年 | 1篇 |
1935年 | 1篇 |
1927年 | 1篇 |
1925年 | 2篇 |
1922年 | 1篇 |
1892年 | 1篇 |
1859年 | 1篇 |
1840年 | 1篇 |
1828年 | 1篇 |
排序方式: 共有235条查询结果,搜索用时 15 毫秒
221.
222.
223.
224.
In this paper a conceptual framework for developing life-role readiness in a multicultural society is presented. Life-role readiness is defined as the possession of the knowledge, attitudes, and skills necessary for effective life-role participation. Life-role salience, cultural influences on life-role salience, and specific activities to foster life-role readiness are addressed. Interventions are identified for each topic. 相似文献
225.
Ken Spencer 《Journal of Research in Reading》1999,22(3):283-292
Some languages have simple grapheme-phoneme codes in which there is a one-to-one mapping, making them easy to teach and learn, while others have more complicated structures and are more difficult for teachers and students. There is now an increasing number of studies which demonstrate that readers in more transparent orthographies such as Italian, Spanish, Turkish, Greek and German have little difficulty in decoding written words, while English children have many more problems. Increasingly, lack of orthographic transparency in English is seen as having a powerful negative effect on the development of literacy skills in English-speaking children. In the present study, the word factors associated with poor spelling in 5 school year-groups (ages 7 to 11 years) are identified as: (a) frequency of the word in the English language, (b) length of the word and (c) a measure of the phoneticity of the word. The concept of word phoneticity is explored and data is presented illustrating the predictive model of spelling. The implications the model has for teaching and learning English are discussed, with particular reference to the beneficial effects that greater orthographic transparency would have for children. 相似文献
226.
Michelle Spencer 《Performance Improvement》2014,53(9):7-9
This article is a lighthearted look at how people's attitudes changed over time in relation to their mobile phones, what the drivers of that change were, and what we can learn from that. 相似文献
227.
Envisioning Equitable Classrooms That Enhance All Students’ Wonderful Ideas: A Duckworth Perspective
Suzanne M. Nesmith Jason F. Trumble Sarah J. Haugh-Villareal Kelsie S. Porter Megan A. Schaum Erin M. Spencer 《Journal of Latinos & Education》2014,13(3):238-239
This synopsis centers on Eleanor Duckworth’s ideas about the relationship between education and intellectual development. Specifically, Duckworth described the essence of intellectual development as the “having of wonderful ideas” and the essence of pedagogy as the creation of occasions to “have wonderful ideas.” As opposed to accepting the persistent, pernicious educational belief that there is a single, best way to understand and a single, best way of explaining this understanding, Duckworth determined that all children can come to comparable, equally satisfactory, wonderful understandings when provided occasions to do so. 相似文献
228.
Iñigo Mujika Matt Spencer Juanma Santisteban Juan José Goiriena David Bishop 《Journal of sports sciences》2013,31(14):1581-1590
Abstract In this study, we investigated the age-related differences in repeated-sprint ability and blood lactate responses in 134 youth football players. Players from the development programme of a professional club were grouped according to their respective under-age team (U-11 to U-18). Following familiarization, the participants performed a repeated-sprint ability test [6 × 30-m sprints 30 s apart, with active recovery (2.0–2.2 m · s?1) between sprints]. The test variables were total time, percent sprint decrement, and post-test peak lactate concentration. Total time improved from the U-11 to U-15 age groups (range 33.15 ± 1.84 vs. 27.25 ± 0.82 s), whereas no further significant improvements were evident from U-15 to U-18. No significant differences in percent sprint decrement were reported among groups (range 4.0 ± 1.0% to 5.5 ± 2.1%). Post-test peak lactate increased from one age group to the next (range 7.3 ± 1.8 to 12.6 ± 1.6 mmol · l?1), but remained constant when adjusted for age-related difference in body mass. Peak lactate concentration was moderately correlated with sprint time (r = 0.70, P > 0.001). Our results suggest that performance in repeated-sprint ability improves during maturation of highly trained youth football players, although a plateau occurs from 15 years of age. In contrast to expectations based on previous suggestions, percent sprint decrement during repeated sprints did not deteriorate with age. 相似文献
229.
The Urban Review - University-based teacher education programs struggle with recruitment and retention of Black teachers. While the enrollment of children of color in K-12 public schools has held... 相似文献
230.
Spencer JP Clearfield M Corbetta D Ulrich B Buchanan P Schöner G 《Child development》2006,77(6):1521-1538
This paper is in memory of Esther Thelen, who passed away while President of the Society for Research in Child Development. A survey of Esther Thelen's career reveals a trajectory from early work on simple movements like stepping, to the study of goal-directed reaching, to work on the embodiment of cognition, and, ultimately, to a grand theory of development--dynamic systems theory. Four central concepts emerged during her career: (1) a new emphasis on time; (2) the proposal that behavior is softly assembled from the interaction of multiple subsystems; (3) the embodiment of perception, action, and cognition; and (4) a new respect for individuality. Esther Thelen communicated these ideas to scientists and practitioners alike, so the ultimate benefactors of her work were children. 相似文献