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31.
Luis Miguel Dos Santos 《师资教育杂志》2019,45(2):225-227
There are many research projects focused on pre-service teachers’ professional development programmes but only a few focus on mid-life career-changing teachers’ career decision. This paper worked with data collected from semi-structured interviews with 11 mid-life career-changing secondary school teachers. The aim was to understand the career decisions of these participants and how they made sense of their new profession during their mature adulthood in Indiana, USA. 11 mid-life career-changing secondary school teachers referred to ‘changing the next generation with industry experience’, ‘rich life experience’, ‘life-long learning’, ‘knowledge transferring’, and ‘make a difference’ to describe their current occupation as career changing secondary school teachers. The findings also outline how to reform the curriculum and instruction of the pre-service teachers’ professional development programmes. 相似文献
32.
John Cook Yishay Mor Patricia Santos 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1155-1167
The paper contributes to design discourse by drawing on Educational Design Research (EDR) that has been conducted into what we call a Zone of Possibility (ZoP) over the past seven years. We define a ZoP as a place where individuals can overcome the constraints of expectations and power structures to effect desired change. Specifically, this paper presents details of how our initial research question (RQ1) has evolved to the one presented in the conclusions (RQ2); both RQs are summarised below in the section “Research Questions.” To describe this evolution, the paper is presented as 3 cases (Confer, ZoP Stokes Croft and Google Lens in HE) that have provided insights to explore the concept of the ZoP and its implications for EDR. Specifically, one of the main conclusions is the importance of bridging positioning practices as “successful communication” and an understanding of social context in hybrid contexts (ie, the ZoP). 相似文献
33.
Thais Barbosa Monica Carolina Miranda Ruth F. Santos Orlando Francisco A. Bueno 《Reading and writing》2009,22(2):201-218
One of the most usual flaws that lead to literacy disability regards cognitive difficulties and alterations some children
present in the literacy process. Many studies have found alterations in phonological processing, more specifically in phonological
working memory (PWM) and phonological awareness (PA). Therefore, our aim was to identify alterations in skills of phonological
working memory, phonological awareness and language (semantic, syntactic and phonological aspects) of Brazilian children with
literacy disabilities (age 7–8). They were divided into two groups: (1) Group of Normal Literacy (NL); and (2) Group With
Literacy Disabilities (LD). The evaluation comprised tests that assessed general cognitive functions and the skills at stake.
The LD presented a poorer performance than the NL in the skills of PWM, PA and language aspects. The factor analysis showed
that these skills prevailed in differentiating the groups. Thus, children with literacy disabilities presented deficits in
phonological processing and language. These deficits seem to be a result of alterations of the phonological representations
and poor language skills that are prior to the literacy period. Consequently, we believe that the early identification of
these alterations can be very useful for the prevention of future literacy problems. 相似文献
34.
35.
Brian E. Vaughn Nana Shin Mina Kim Gabrielle Coppola Lisa Krzysik António J. Santos Inês Peceguina João R. Daniel Manuela Veríssimo Anthon DeVries Eric Elphick Xiomara Ballentina Kelly K. Bost Wanda Y. Newell Ellaine B. Miller J. Blake Snider Byran Korth 《Child development》2009,80(6):1775-1796
The generality of a multilevel factorial model of social competence (SC) for preschool children was tested in a 5‐group, multinational sample (N = 1,540) using confirmatory factor analysis. The model fits the observed data well, and tests constraining paths for measured variables to their respective first‐order factors across samples also fit well. Equivalence of measurement models was found at sample and sex within‐sample levels but not for age within sample. In 2 groups, teachers’ ratings were examined as correlates of SC indicators. Composites of SC indicators were significantly associated with both positive and negative child attributes from the teachers’ ratings. The findings contribute to understanding of both methodological and substantive issues concerning SC in young children. 相似文献
36.
Elisabete dos Santos Freire Bruna Gabriela Marques Maria Luiza de Jesus Miranda 《Sport, Education and Society》2018,23(5):449-461
The contribution of Physical Education (PE) and School Sport to learning of values has been identified by teachers and researchers. However, we know little about how that teaching takes place during classes. This study aimed to understand the perceptions of teachers on teaching values in their classes and to analyse the conception of values that have guided their professional intervention. To do this, a qualitative study was conducted with a sample of three teachers, using class observations and interviews with the teachers as research tools. For all these teachers, teaching values is a central goal of PE classes; for two of the teachers, it is the main goal. Because of this conviction, their pedagogies prioritize the teaching of moral values over others that can be taught in PE. A belief in the possibility of teaching values in the classroom is part of the habitus of the PE teacher; it can sometimes be characterized as an illusio. For these reasons, teachers can set unrealistic expectations, disregarding their own limitations as well as the conflicts and complexity involved in the construction of value systems. 相似文献
37.
Preschool teachers and classroom aides: Same context,similar perceptions of children's behaviors?
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This study explored the correspondence and differences between school staff perceptions of preschool children's social skills and behavior problems. One hundred preschoolers were assessed by 14 pairs of teachers and classroom aides with the Preschool and Kindergarten Behavior Scales – 2nd Edition (PKBS‐2 Portuguese version). Indexes of agreement and disagreement were calculated. Risk levels and item analyses of PKBS‐2 scores according to both informants' ratings were compared. A higher level of agreement was obtained for social skills scores than for behavior problems (mean correlation of .62). No statistically significant differences between informants were obtained for the risk levels, and item analyses revealed a similar pattern of behaviors that were most and least rated by both informants. Results indicate that the classroom aides' perspective on preschool assessment represents a reliable input, which justifies that they network with teachers in addressing preschoolers' social‐emotional and behavioral challenges. 相似文献
38.
The production of knowledge was subjected to quantitative analysis in the second half of the twentieth century, following Arrow (1962). The determinants of knowledge and the externalities present in the innovation process were discussed with immediate policy influence. In particular, the presence and strength of the spillover of the pool of past knowledge has encouraged high subsidization of R&D in the most developed countries. We survey the empirical literature on the spillover effect in the production of knowledge and implement a meta-analytic regression. We discover that the average spillover effect is less than but close to one and is highly significant. We also find that the spillover effect tends to be greater when the estimation of knowledge production accounts for foreign inputs, and it tends to be lower when the estimation includes only rich economies, regional data are used, and the pool of knowledge is not the patent stock. 相似文献
39.
Paolo M. Cunha Alex S. Ribeiro Crisieli M. Tomeleri Brad J. Schoenfeld Analiza M. Silva Mariana F. Souza 《Journal of sports sciences》2018,36(14):1564-1571
The aim of this study was to analyze the effects of resistance training (RT) performed with 1 or 3 sets per exercise on osteosarcopenic obesity (OSO) syndrome parameters in older women. Sixty-two older women (68.0 ± 4.3 years, 26.8 ± 4.4 kg/m2) participated in a 12-week RT program. Participants were randomly assigned into one of the three groups: two training groups that performed either 1 set (G1S, n = 21) or 3 sets (G3S, n = 20) 3 times weekly, or a control group (CG, n = 21). Body composition was assessed by dual X-ray absorptiometry, strength was evaluated by 1 repetition maximum testing. The G3S presented significantly higher strength changes than G1S. The changes for percentage of body fat were higher for G3S compared to G1S. There was no difference in skeletal muscle mass between G3S and G1S, however both training groups displayed greater increases in this outcome compared to CG. There was no effect for bone mineral density. The overall analysis indicated higher (P < 0.05) positive changes for G3S than G1S (composed Z-score: G3S = 0.62 ± 0.40; G1S = 0.11 ± 0.48). The results suggest that a 12-week RT period is effective to improve the risk factors of OSO, and that 3 sets induce higher improvements than a single set. 相似文献
40.
Luis Augusto Teixeira Elke Dos Santos Lima Mariana Marília Franzoni 《Journal of sports sciences》2013,31(9):943-950
The time course of movement timing reprogramming was examined in a task requiring temporal coincidence of the conclusion of a forehand drive with the arrival of a moving luminous target at the end of an electronic trackway. The moving target departed from one end of the trackway at a constant velocity of 2?m . s?1, and for a part of the trials its velocity was increased to 3?m . s?1. Target velocity was modified at different moments during stimulus displacement, producing times-to-arrival after velocity increment (TAVIs) from 100 to 600?ms. The effect of specific practice on movement reprogramming was also examined. The results showed early adjustments to the action (TAVIs = 100?–?200?ms) that seemed to be stereotyped, while feedback-based corrections were implemented only at TAVIs of 300?ms or longer. Temporal accuracy was progressively increased as longer TAVIs were provided up to 600?ms. Skill training led to an overall increment of temporal accuracy, but no effect of specific practice was found. The results indicate that timing reprogramming in interceptive actions is a continuous process limited mainly by intrinsic factors: latency to initiate more effective adjustments to the action, and rate-of-movement timing reprogramming. 相似文献