全文获取类型
收费全文 | 308篇 |
免费 | 3篇 |
专业分类
教育 | 231篇 |
科学研究 | 9篇 |
各国文化 | 1篇 |
体育 | 36篇 |
文化理论 | 3篇 |
信息传播 | 31篇 |
出版年
2021年 | 8篇 |
2020年 | 5篇 |
2019年 | 6篇 |
2018年 | 6篇 |
2017年 | 7篇 |
2016年 | 9篇 |
2015年 | 6篇 |
2014年 | 11篇 |
2013年 | 80篇 |
2012年 | 8篇 |
2011年 | 5篇 |
2010年 | 6篇 |
2009年 | 6篇 |
2008年 | 8篇 |
2007年 | 12篇 |
2006年 | 3篇 |
2005年 | 7篇 |
2004年 | 3篇 |
2003年 | 6篇 |
2002年 | 8篇 |
2001年 | 5篇 |
2000年 | 5篇 |
1999年 | 3篇 |
1997年 | 3篇 |
1995年 | 3篇 |
1994年 | 3篇 |
1993年 | 8篇 |
1992年 | 5篇 |
1991年 | 5篇 |
1990年 | 2篇 |
1989年 | 6篇 |
1988年 | 4篇 |
1987年 | 4篇 |
1986年 | 2篇 |
1985年 | 4篇 |
1984年 | 3篇 |
1978年 | 2篇 |
1977年 | 4篇 |
1975年 | 3篇 |
1973年 | 2篇 |
1971年 | 2篇 |
1969年 | 5篇 |
1966年 | 1篇 |
1965年 | 1篇 |
1961年 | 1篇 |
1960年 | 2篇 |
1957年 | 2篇 |
1956年 | 1篇 |
1955年 | 2篇 |
1875年 | 1篇 |
排序方式: 共有311条查询结果,搜索用时 15 毫秒
101.
Welko Tomic Karl Josef Klauer 《European Journal of Psychology of Education - EJPE》1996,11(3):283-299
Using the same program, two training experiments have been conducted in a Dutch and in a German elementary school. The common expectation was that training in inductive reasoning would transfer both on intelligence tests measuring inductive reasoning and on math performance. Furthermore, it was expected that the training effects would persist for at least some months after training had ended. In experiment 1 (N=34), a rather short training period turned out to be effective with respect to the intelligence test performance but not with respect to math performance. In experiment 2 (N=23), the amount of training in inductive reasoning was systematically varied. It could be shown that transfer on intelligence test as well as on math performance was linearly dependent on the amount of prior training. The training effects were found to persist between four and nine months after training. 相似文献
102.
This paper examines the effects of grades from higher education on labour market outcomes. Economic theory predicts that grades are rewarded in the labour market because employers regard them as an expression of valuable skills or a signal of other sought after attributes. Social closure, however, may give reason to expect no effects. Whether good grades are rewarded in the labour market is thus uncertain. This paper addresses this question by examining whether employers tend to reward good grades in the form of employment and higher income. Previous research has demonstrated that the returns to education vary according to structural–institutional labour market settings. We examined the interaction effects between grades and field-specific characteristics and between grades and sector by analysing data on all graduates in these educational programmes at Norwegian universities and university colleges from 1990 through 2006. The education data are linked with multiple other data sources such as the national tax register and the national employment register. We find that good grades have positive effects on both income and employment and that these effects are influenced by both the type of education and sector. 相似文献
103.
Although there is a widespread belief that increasing the hours of early intervention services for children with disabilities will result in increased benefits for the participating children and their families, there is little research evidence to support this point of view. In this study, young children with disabilities were randomly assigned to receive either one hour per week of early intervention services, or three hours per week. Measures of child and family outcomes over the subsequent five-year period demonstrated no consistent benefits associated with increasing the hours of intervention. Possible reasons for the lack of benefits are discussed in the context of previous research. 相似文献
104.
Karl Frey 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1969,15(1):4-26
Ohne Zusammenfassung
Analysis of curricula as a phase in curriculum research
L'analyse des programmes scolaires comme phase de la recherche sur le Curriculum相似文献
105.
Kathrin Olsen Abigail Croydon Maria Olson Karl Henry Jacobsen Elizabeth Pellicano 《International Journal of Inclusive Education》2013,17(6):624-638
ABSTRACTThis study identify and reflect on barriers to inclusion that children with autism can meet in kindergarten. We use a single case study with participant- and video observation to map inclusion for a single 5-year-old boy with autism, in a mainstream kindergarten in Norway. Analysis identified three modes of inclusion; distance-keeping, maintaining proximity and interacting. The mapping procedure demonstrated that barriers to inclusion continue to operate. The extent of the child's participation seemed to relate to what he was doing and who he was with; overall, limited social inclusion amongst peers being achieved. Results indicated that predictable frameworks and teacher support increased participation. We discuss how participation for children with autism can be promoted. Our study points toward the need to extend current adaptations and support to children with autism within the educational settings, to enable a more inclusive practice. 相似文献
106.
Karl Bridges 《图书馆管理杂志》2013,53(6):656-662
AbstractOur guest columnist is Karl Bridges who has served in a variety of leadership roles in academic libraries. I have gotten to know Karl over the past few years as he was asked to serve in an interim dean role and then hired into the permanent dean positions. At the time, I was at the University of Wyoming and serving as a leader in sparsely populated state where everyone knows your name. Western leaders have to form a tight bond – there are fewer of us and the distances are great. But regardless of geographical situations, leaders need and depend on peer networks that provide a safe space for frank conversations and sharing ideas that help all libraries achieve their goals. Karl has dealt with changing university leadership, library transformations, and dire budget situations. Well, pretty much what every library leader must face. Despite these challenges, library leaders have an opportunity to make a real difference. Karl draws upon his years of experience to provide a thought piece about library leadership noting the complexity, the importance of leadership, and the real joy of making a difference in someone’s life. I hope you enjoy this raw look at leadership and that it reminds you of the purpose of leadership. 相似文献
107.
Karl F. Wheatley 《Journal of Early Childhood Teacher Education》2013,34(4):327-332
Abstract Teaching teachers to write lessons that exemplify transformational curriculum is vitally important, yet challenges face early childhood teacher educators who attempt this task. Two approaches for writing lesson plans are outlined, and the benefits of these planning approaches are described. Students become more knowledgeable about different types of objectives, about national standards and benchmarks, and about developmentally appropriate practice, emergent curriculum, and transformational curriculum. Students become more skilled at writing developmental and subject matter objectives, creating appropriate assessments for objectives, and articulating connections between objectives and standards and benchmarks. Finally, students become more focused on educational objectives and child outcomes. 相似文献
108.
109.
Philip X. Fuchs Hans-Joachim Karl Menzel Flavia Guidotti Jeffrey Bell Serge P. von Duvillard Herbert Wagner 《Journal of sports sciences》2013,31(21):2411-2419
ABSTRACTThere are well-known biological differences between women and men, especially in technical-coordinative variations that contribute to sex differences in performance of complex movements like the most important offensive action in volleyball, the spike jump. The aim of this study was to investigate sex-dependent performance and biomechanical characteristics in the volleyball spike jump. Thirty female and male sub-elite volleyball players were analysed while striking a stationary ball with maximal spike jump height. Twelve MX13 Vicon cameras with a cluster marker set, two AMTI force plates, surface EMG, and a Full-Body 3D model in Visual3D were used. Main findings include sex differences (P< .05) in jump height (pη2 = .73), approach [speed (pη2 = .61), step length], transition strategy [plant angle, neuromuscular activation (pη2 = .91), horizontal force maxima and impulses], acceleration distances [centre of mass displacement (pη2 = .21), minimal knee and hip angles], use of torso and arms [incline, angular velocity (pη2 = .23)]. Correlations support that the results cannot be explained fully by strength and power differences between sexes but represent the product of technical-coordinative variations. Their relevance is acknowledged for both sexes and numerous performance determinants displayed sex differences. The integration of such attributes into sex-specific training seems promising but its effect requires further investigation. 相似文献
110.
ABSTRACT This qualitative study focuses on Portage home visiting. In‐depth interviews were conducted with 12 Portage home visitors which were transcribed and analysed according to the procedures of Grounded Theory. The following three main themes were identified: the ethos of the Portage model of early intervention; the process of Portage home visiting; and the Portage home visitor as a family supporter. A proposed model of the factors that influence the Portage practice of family support is derived from the data. The discussion addresses the relationship of these findings to the management of Portage home visiting and highlights the use of qualitative methodology in researching the early education of children with special needs. 相似文献