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排序方式: 共有76条查询结果,搜索用时 15 毫秒
71.
O P Costa Leonardo Christine Chung-Wei Lin Debora Grossi Bevilaqua Marisa Cota Mancini Anne K Swisher Chad Cook Dan Vaughn Mark R Elkins Umer Sheikh Ann Moore Gwendolen Jull Rebecca L Craik Christopher G Maher Rinaldo Roberto de Jesus Guirro Amélia Pasqual Marques Michele Harms Dina Brooks Guy G Simoneau John Henry Strupstad 《Cardiopulmonary Physical Therapy Journal》2013,24(1):4-6
72.
Raheem J. Paxton Claudio Nigg Robert W. Motl Marisa Yamashita Richard Chung Jackie Battista 《Research quarterly for exercise and sport》2013,84(3):423-427
Abstract Sixty male college students were given sixty 15-sec. trials on the pursuit rotor learning task. Practice was interrupted halfway through learning by a 10-min. rest period in order to investigate whether or not a reminiscence effect would influence inter-individual differences and intra-individual variation in performance. Results were consistent with previous experimentation in that inter-individual differences increased as a result of both practice and the interpolated rest period. A corresponding effect on intra-individual variation was barely noticeable. 相似文献
73.
This case study examines the impact of a program-wide event on the sense of community in a distance education program. The departmental conference examined in this study is intended to help students gain experience in sharing their ideas and plays a large role in building a sense of community among residential students and faculty. This study examines an effort to extend this community-building role to students enrolled in the department's fully online Distance Masters and Certificate programs. The study explores whether these students felt a need for such community-building experiences, what they gained from this experience, and what can be learned from what went well and what could be improved in the organization of the conference. Findings indicate that active participants felt an increased sense of community, but that not all students were interested in this type of community-building activity. 相似文献
74.
Rachel Wolkenhauer Ashley Pennypacker Hill Nancy Fichtman Dana Marisa Stukey 《The New Educator》2017,13(2):117-136
ABSTRACTThis reflective article examines the relationship between teachers’ engagement in action research and their ability to lead within their schools. As part of The New Educator’s special issue, “Developing an Inquiry Stance toward Instructional Improvement: Teacher-Leader Action Research,” this article demonstrates the development of an inquiry stance. It shares the story of two practicing teacher leaders within the new and challenging circumstance of adjusting to, and studying, the professional development they provided to help teachers deal with a challenging transition to a radically different school space. This article examines the ways practitioner inquiry supported these teachers to be leaders in the new architectural space designed to promote innovative instruction for twenty-first-century teaching and learning. We posit that coupling teacher leadership and teacher research enables teachers (a) to lead with literature, (b) to lead from data, (c) to lead through sharing, and (d) to lead by example. 相似文献
75.
Tiziana Mancini Laura Fruggeri Chiara Panari 《European Journal of Psychology of Education - EJPE》2006,21(2):209-228
The first aim of this research is to introduce and to validate the new concept of School Normative Context, that revisits
the concept of School Moral Atmosphere studied by Brugman and his colleagues through the SMAQ (1999) and validated also in
the Italian context (Mancini & Fruggeri, 2005). The School Normative Context entails two new aspects: The first one concerns
the interactive dimension of each specific school context and the second one concerns the perception of responsibility (internal
vs, external) in the implementation of the norm. The second aim is to study the relation among adolescents perception of School
Normative Context, adolescents’ orientation towards social rules and their aggressive behaviours against classmates at school.
268 students (mean age 17,01) attending three Italian high schools of three different educational levels (Lyceum, technical
and professional) participated in this research. They filled a questionnaire composed of three parts: School Normative Context
Questionnaire (SNC), Normative Orientation Scale (NOS) and Aggression Scale (Orpinas, Frankowski, 2001). School Normative
Context has shown an acceptable degree of conceptual and predictive validity. The research has shown that the School Normative
Context has an influence on the aggressive behaviours against classmates. Furthermore, it is a mediating factor between the
adolescents’ orientation towards social norms and their aggressive behaviours at school. 相似文献
76.