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61.
Rachmatullah Arif Reichsman Frieda Lord Trudi Dorsey Chad Mott Bradford Lester James Wiebe Eric 《Journal of Science Education and Technology》2021,30(4):511-528
Journal of Science Education and Technology - This study examined students’ genetics learning in a game-based environment by exploring the connections between the expectancy-value theory of... 相似文献
62.
Morrison Judith Frost Janet Gotch Chad McDuffie Amy Roth Austin Bruce French Brian 《International Journal of Science and Mathematics Education》2021,19(6):1103-1123
International Journal of Science and Mathematics Education - This study explored how teachers engage and support students at a project-based STEM high school to identify key elements defining... 相似文献
63.
64.
There is extensive evidence of a ‘glass ceiling’ for women across the labour market. Though schools have widely been described as ‘feminized’ work environments, the under‐representation of women at school management level is well established. Based on a study of women teachers’ careers and promotion in the English school sector (in early years, primary and secondary schools), this paper draws on a critical discourse analysis of 44 individual interviews conducted with women teachers to explore their views of the ‘glass ceiling’. Despite significant evidence of the barriers to management positions faced by women teachers, interpretative frameworks drawing on discourses of individualization and personal choice are most prominent among these to make sense of the low proportion of women in school management. However, the paper also identifies the existence of alternative discourses recognizing the existence of gender inequalities. 相似文献
65.
Steinmetz AB Skosnik PD Edwards CR Bolbecker AR Steinmetz JE Hetrick WP 《Learning & behavior》2011,39(4):358-370
Delay eye-blink conditioning is an associative learning task that can be utilized to probe the functional integrity of the
cerebellum and related neural circuits. Typically, a single interstimulus interval (ISI) is utilized, and the amplitude of
the conditioned response (CR) is the primary dependent variable. To study the timing of the CR, an ISI shift can be introduced
(e.g., shifting the ISI from 350 to 850 ms). In each phase, a conditioned stimulus (e.g., a 400- or 900-ms tone) coterminates
with a 50-ms corneal air puff unconditioned stimulus. The ability of a subject to adjust the CR to the changing ISI constitutes
a critical timing shift. The feasibility of this procedure was examined in healthy human participants (N = 58) using a bidirectional ISI shift procedure while cortical event-related brain potentials were measured. CR acquisition
was faster and the responses better timed when a short ISI was used. After the ISI shift, additional training was necessary
to allow asymptotic responding at the new ISI. Interestingly, auditory event-related potentials to the CR were not associated
with conditioning measures at either ISI. 相似文献
66.
Gavin L. Moir Jared M. Gollie Shala E. Davis John J. Guers Chad A. Witmer 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):492-506
To investigate the effects of different loads on system and lower-body kinetics during jump squats, 12 resistance-trained men performed jumps under different loading conditions: 0%, 12%, 27%, 42%, 56%, 71%, and 85% of 1-repetition maximum (1-RM). System power output was calculated as the product of the vertical component of the ground reaction force and the vertical velocity of the bar during its ascent. Joint power output was calculated during bar ascent for the hip, knee, and ankle joints, and was also summed across the joints. System power output and joint power at knee and ankle joints were maximized at 0% 1-RM (p < 0.001) and followed the linear trends (p < 0.001) caused by power output decreasing as the load increased. Power output at the hip was maximized at 42% 1-RM (p = 0.016) and followed a quadratic trend (p = 0.030). Summed joint power could be predicted from system power (p < 0.05), while system power could predict power at the knee and ankle joints under some of the loading conditions. Power at the hip could not be predicted from system power. System power during loaded jumps reflects the power at the knee and ankle, while power at the hip does not correspond to system power. 相似文献
67.
David Moreau 《Learning and individual differences》2012,22(3):354-359
An extensive body of literature has explored the involvement of motor processes in mental rotation, yet underlying individual differences are less documented and remain to be fully understood. We propose that sensorimotor experience shapes spatial abilities such as assessed in mental rotation tasks. Elite wrestlers' and non-athletes' mental rotation accuracy and response times were measured in three different conditions: mental rotation (a), mental rotation with visual (b) and movement (c) interference. Results showed that both groups were equally affected by the visual interference task, as hypothesized from previous literature. However, the movement interference task impacted tremendously more wrestlers' mental rotation performance. These findings suggest that experts in motor activities rely heavily on motor processes in three-dimensional mental rotation problems solving, thus performing more poorly when simultaneously holding movements. The implications of this work in providing further evidence for the close tie between perceptive, motor and cognitive processes are discussed. 相似文献
68.
Enacting policy: the capacity of school leaders to support early career teachers through policy work
Early career teachers often feel overwhelmed by the complex, intense and unpredictable nature of their work. Recently, policy initiatives have been introduced to provide new teachers with extra release-time from face-to-face classroom teaching duties to assist them in their transition to the workforce. This paper reports on a critical policy study that investigated the enactment of this policy initiative. A data set was created from a larger qualitative study which investigated early career teacher resilience. Drawing on a policy enactment theoretical ‘toolbox’, the findings indicate that school leaders can empower early career teachers to move beyond being ‘receivers’ of policy to assume a more active policy role. This paper argues that school leaders are very powerful in their capacity to enact policy to ensure strategic access to appropriate on-going learning opportunities to support early career teachers. 相似文献
69.
Kayumova Shakhnoza McGuire Chad J. Cardello Suzanne 《Cultural Studies of Science Education》2019,14(1):205-229
Cultural Studies of Science Education - In this conceptual paper, we draw upon the insights of Feminist Science Studies, in particular Karen Barad’s concept of agential realism, as a critical... 相似文献
70.