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71.
John Abraham 《British Educational Research Journal》2008,34(6):855-863
This article examines the important data on pupils' perceptions of setting and mixed‐ability classes in 45 comprehensive schools in England collected by Hallam and Ireson. It is argued that the finding that most pupils prefer setting to mixed‐ability classes requires closer scrutiny and more careful interpretation. The conclusion that such preferences are because setting matches pupils' needs to their abilities is not compelling. Pupils' perceptions may be a product of transmitted ideology and wider cultural and organisational factors inside and outside school. Moreover, it is not clear what the implications of Hallam and Ireson's data on mixed‐ability classes are for mixed‐ability teaching. While, Hallam and Ireson propose more differentiated teaching and learning in mixed‐ability classes, this article contends that their data could be interpreted to imply just the opposite. Finally, the implications of their data for the debate about the nature of comprehensive education in Britain are considered. 相似文献
72.
Rachel Abraham 《The International Journal of Art & Design Education》2002,21(2):116-123
Art education in Zimbabwe has a rather negative image which dates back to the colonial era. Art was usually confined to wealthy urban schools and taught mostly to white students. The subject was often used as a dumping ground for nonachievers and girls (who had few career options available to them outside of marriage). As a result art was considered an expensive and non‐academic subject in former Rhodesia. The situation did not improve after independence. Art still retains a poor image and has not expanded into mainstream education. However, the country has a rich artistic heritage and informal art education has developed to provide sculptures and crafts for the tourist industry. The government made art compulsory in primary education but have been unable to provide the necessary financial backing to implement the scheme. Only about 80 of the 1548 (5%) schools who have students sitting ‘O’ level examinations offer art as a subject. Third level education has been hindered by the lack of a degree course in art and design, and financial difficulties are again a concern. 相似文献
73.
74.
John Abraham 《British Journal of Sociology of Education》1996,17(1):81-86
This article is a response to Hammersley's allegations that my discussion of positivism and differentiation‐polarisation theory (d‐p), previously published in this journal, was misguided, incoherent and prejudiced against positivism. I refute those allegations by demonstrating that Hammersley has either misunderstood or misrepresented my position. Furthermore, by revealing inconsistencies in Hammersley's arguments about positivism and d‐p I expose his incoherencies and prejudices regarding the role of political values in social research. Finally and constructively, I suggest that the ‘enlightenment’ aspect of the ‘political arithmetic’ tradition has much to recommend it as a framework for progress in sociology of education. 相似文献
75.
Seventy-one college general biology students were taught a unit in Mendelian genetics by the traditional lecture method. Emphasis was placed on meiotic formation of gametes, the Law of Segregation, and the Law of Independent Assortment. The Punnett-square model was used for all practice problems. Eight weeks later, a content-validated retention test was given to evaluate the students' retention of problem-solving skills. The test required students to use proportional reasoning (identifying ratios from the Punnett squares), combinatorial reasoning (identifying combinations of gametes from parental genotypes), and probabilistic reasoning (estimating gamete or offspring probabilities). Each of the 71 students was also given three Piagetian interview tasks to evaluate intellectual development in the areas of reasoning under question. The balance-beam task, the electronic switch-box task, and colored squares and diamonds were used to test for proportional reasoning, combinatorial reasoning, and probabilistic reasoning, respectively. Pearson correlations and factor analysis failed to show direct relationships among Piagetian tasks for the three kinds of reasoning and their corresponding occurrence in genetics problems. Some correlations were higher between different reasoning types than between similar types. Analysis of variance showed significant differences for all three reasoning types among concrete-operational, transitional, and formal-operational students with the retention test. Post-hoc analysis of ANOVAs indicated that formal-operational students had significantly more success in the three reasoning areas than transitional students, and transitional students had significantly more success than concrete-operational students. 相似文献
76.
Julie Amador Abraham Wallin Paul Amador 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):273-292
A mentorship professional development model was provided to a group of educators at various stages in their career paths, ranging from pre-service teachers to in-service teachers to teacher leaders. We were interested in exploring how participants’ interactions during a book study influenced their perceptions of practice, with a specific aim at understanding what they noticed from these interactions and how they conceptualized their thoughts from the mentorship experience. Findings indicated that participants situated themselves with a receiver, neutral, or giver perspective, which influenced how they interacted with others. In the process, participants valued the security fostered from the relationships, generated new relationships with others with varying experiences, engaged in reflective practice, and considered exposure to other perspectives to be beneficial. 相似文献
77.
Abraham Sperling 《Research quarterly for exercise and sport》2013,84(1):144-149
Forty-one high competition trait-anxious and 42 low competition trait-anxious fifth- and sixth-grade boys were tested to assess the effects of success-failure competition outcomes on the perception of threat to self and the response to threat in terms of self-protective behavior. Three groups including success, moderate-success, and failure were established by manipulating win percentage. State anxiety was used as the indicant of perceived threat and self-protective behavior was assessed by causal attribution, opponent preference, and preference for social comparison others. The data were analyzed by multivariate analysis of covariance, analysis of variance, and chi square techniques. The findings strongly indicate that success-failure is an important variable affecting the perception of threat to self in a competitive situation. Further, examination of both the results and the existing paradigmatic differences lead to greater insight regarding the conditions under which self-protective behavior is evoked. 相似文献
78.
Jeffrey C. Ives Lawrence Abraham Walter Kroll 《Research quarterly for exercise and sport》2013,84(4):335-348
Abstract Rapid, goal-directed elbow flexion movements were examined under interacting conditions of inertial loading and resistance to movement initiation. The resistance ceased when movement began, resulting in quick release movements. Inertial load slowed the movement and lengthened the agonist and antagonist electromyographic (EMG) burst durations. The quick release resulted in larger accelerations but only minimal changes in peak velocity. Most aspects of the triphasic EMG pattern were little affected by the quick release, but the build up of agonist EMG and the corresponding rate of static force development differed markedly between load and quick release conditions. These and other data suggest that the specific pattern of agonist muscle activation is set according to neuromuscular constraints of the antagonist muscle and the expectation of movement dynamics. 相似文献
79.
Charles S. Layne Ph.D. candidate Lawrence D. Abraham 《Research quarterly for exercise and sport》2013,84(1):36-40
Abstract Activity patterns of four major muscles were studied in the support leg during a standard one foot balance test. Electromyographic (EMG) activity of the tibialis anterior (TA), peroneus longus (PL), gluteus medius (GM), and adductor magnus (AM) was recorded from 10 boys (aged 7-9 yr) during 30 s balance trials. Rectified, low-pass filtered EMG data, converted to percentages of maximum contractions, were used to establish muscle activation patterns. The results showed that lateral shifts in balance were primarily mediated by the ankle musculature, while the hip muscles appeared to stabilize the pelvis. Immediately prior to lateral shifts of the center of pressure (COP), the activity of each ankle muscle was similar to the activity of the following pose. The hip muscles, however, were not consistently linked to ankle activity. Thus, the control of one-legged lateral balance does not rely on fixed hip-ankle synergies. 相似文献
80.
Abraham Blum 《International Journal of Science Education》2013,35(1):1-4
Summaries English There are doubts as to whether minor, but nevertheless creative, curriculum projects and programmes in developing countries get a fair chance of being studied for their intrinsic value. Existing directories of science education curricula supply valuable information, but not always in sufficient detail. This is true especially for analysis of the curricula's content areas, the education approaches and the degree of integration. This article describes a co‐operative effort made to create a representative, international network of centres for integrated science education and an instrument to describe integrated science education programmes so that they can become availableto more potential users and adaptators. Some of the problems encountered in the development of the instrument are discussed. In the appendix the Integrated Science CurriculumInformation Form (ISCIF) is given in full. The authors suggest that ISCIF should be tested under varying conditions and that feedback shouldbe used to improvethe instrument further. 相似文献