全文获取类型
收费全文 | 154篇 |
免费 | 1篇 |
专业分类
教育 | 128篇 |
科学研究 | 1篇 |
体育 | 14篇 |
信息传播 | 12篇 |
出版年
2020年 | 3篇 |
2019年 | 6篇 |
2018年 | 5篇 |
2017年 | 5篇 |
2016年 | 5篇 |
2015年 | 6篇 |
2014年 | 6篇 |
2013年 | 34篇 |
2012年 | 7篇 |
2011年 | 3篇 |
2010年 | 2篇 |
2009年 | 1篇 |
2008年 | 4篇 |
2007年 | 4篇 |
2006年 | 3篇 |
2005年 | 7篇 |
2004年 | 14篇 |
2003年 | 8篇 |
2001年 | 3篇 |
2000年 | 1篇 |
1998年 | 3篇 |
1997年 | 2篇 |
1996年 | 1篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1991年 | 2篇 |
1990年 | 2篇 |
1988年 | 2篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1976年 | 1篇 |
排序方式: 共有155条查询结果,搜索用时 15 毫秒
51.
Tiaki Brett Smith Kim Hébert-Losier Doug McClymont 《Journal of sports sciences》2018,36(10):1179-1185
The goal of an offensive Rugby Union lineout is to throw the ball in a manner that allows your team to maintain possession. Typically, the player catching the ball jumps and is lifted upwards by two teammates, reaching above the opposing player who is competing for the ball also. Despite various beliefs regarding the importance of the jumper’s mass and attempted jump height, and lifters’ magnitude and point of force application, there is negligible published data on the topic. The squeeze technique is one lifting method commonly employed by New Zealand teams during lineout plays, whereby the jumper initiates the jump quickly and the lifters provide assistance only once the jumper reaches 20–30 cm. While this strategy may reduce cues to the opposition, it might also constrain the jumper and lifters. We developed a model to explore how changes in the jumper’s body mass and attempted jump height, and lifters’ magnitude and point of force application influence the time to reach peak catch height. The magnitude of the lift force impacted the time-to-reach peak catch height the most; followed by the jumper’s (attempted) jump height and body mass; and lastly, the point of lift force application. 相似文献
52.
Ryan Watkins Doug Leigh Rob Foshay Roger Kaufman 《Educational technology research and development : ETR & D》1998,46(4):90-96
For almost 40 years, Donald Kirkpatrick's framework for evaluation has been used as a basic model for the identification and
targeting of training-specific interventions in business, government, military, and industry alike. By approaching evaluation
from four different perspectives—reaction, learning, behavior, and results—the model has provided a solid basis for the examination
of training's impact on the organization. Despite the current practice of measuring one's success according to the success
of one's clients, proposed changes in the model have not been frequently adopted. It is therefore likely time for professionals
to reevaluate the utility and responsiveness of the Kirk-patrick framework to meet the value-added requirements of today's
organizations. This article identifies tools and concepts for being responsive to the new organizational realities not originally
addressed by the Kirkpatrick model. 相似文献
53.
54.
55.
Angela Eeds Chris Vanags Jonathan Creamer Mary Loveless Amanda Dixon Harvey Sperling Glenn McCombs Doug Robinson Virginia L. Shepherd 《CBE life sciences education》2014,13(2):297-310
The School for Science and Math at Vanderbilt (SSMV) is an innovative partnership program between a Research I private university and a large urban public school system. The SSMV was started in 2007 and currently has 101 students enrolled in the program, with a total of 60 students who have completed the 4-yr sequential program. Students attend the SSMV for one full day per week during the school year and 3–6 wk in the summers following their ninth- to 11th-grade years, with each grade of 26 students coming to the Vanderbilt campus on a separate day. The research-based curriculum focuses on guiding students through the process of learning to develop questions and hypotheses, designing projects and performing analyses, and communicating results of these projects. The SSMV program has elevated the learning outcomes of students as evidenced by increased achievement scores relative to a comparison group of students; has provided a rigorous research-based science, technology, engineering, and mathematics elective curriculum that culminates in a Summer research internship; has produced 27 Intel and Siemens semifinalists and regional finalists over the past 4 yr; and has supported the development of writing and communication skills resulting in regional and national oral presentations and publications in scientific journals. 相似文献
56.
57.
Doug Ogilvie 《The Australian Educational Researcher》1991,18(3):37-42
A radical reconceptualisation of the human self and the relevant context is proposed as a subject for educational enquiry in the 1990s. 相似文献
58.
Ed Kameenui Doug Carnine Alex Maggs 《International Journal of Disability, Development & Education》1980,27(1):29-40
Previous behavioural research in the language domain has been largely concerned with the effects of consequent events on the comprehension and production of relatively simple language forms. The present study investigated the application of systematic instructional procedures in simplifying complex sentence forms (reversible passives and clause constructions). A multiple baseline was employed to assess treatment effects across three subjects. The conditions were screening, baseline, prepassage and passage training, and passage training only. In addition, two maintenance measures were taken. The findings indicate that applied behavioural analysis focusing on antecedent events of comprehension training can teach subjects to comprehend reversible passive and clause constructions. 相似文献
59.
Ido Roll Deborah Butler Nikki Yee Ashley Welsh Sarah Perez Adriana Briseno Katherine Perkins Doug Bonn 《Instructional Science》2018,46(1):77-104
Guiding inquiry learning has been shown to increase knowledge gains. Yet, little is known about the effect of guidance on attitudes and behaviours, its interaction with student attributes, and transfer of impact once guidance is removed. We address these gaps in the context of an interactive Physics simulation on electric circuits (https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc). 49 students in the Non-Directive condition received a set of goals to focus their inquiry, in addition to implicit support built into the simulation. 48 students in the Directive condition received, in addition to these, also detailed directions and prompts. Log-file analysis found that directive support led to more formal testing and less exploration. Clustering identified two groups of learners: one with higher incoming knowledge (Higher Knowledge), the other with higher incoming perceptions of competence and control (Higher PoCC). Working with the simulation improved knowledge and attitudes across cluster groups, so that prior differences all but disappeared. With regard to guidance, adding directive support improved knowledge gains for the Higher Knowledge group, yet suppressed their attitudinal growth. The same support had no effect on knowledge gains for the Higher PoCC group, yet it boosted their attitudinal growth. A transfer activity, where directive support was no longer available, found that impact on attitudes carried forward, yet impacts on behaviours and knowledge were short-lived. Overall, the study highlights the complex interaction between guidance and student attributes. For some, supporting short-term knowledge gains may inadvertenly lead to longer term negative impact on attitudes towards inquiry. 相似文献
60.