全文获取类型
收费全文 | 79篇 |
免费 | 3篇 |
专业分类
教育 | 51篇 |
科学研究 | 5篇 |
体育 | 18篇 |
信息传播 | 8篇 |
出版年
2021年 | 2篇 |
2020年 | 1篇 |
2019年 | 2篇 |
2018年 | 4篇 |
2017年 | 4篇 |
2016年 | 1篇 |
2015年 | 2篇 |
2014年 | 3篇 |
2013年 | 23篇 |
2012年 | 4篇 |
2011年 | 2篇 |
2009年 | 3篇 |
2008年 | 5篇 |
2007年 | 1篇 |
2006年 | 2篇 |
2005年 | 3篇 |
2004年 | 2篇 |
2002年 | 1篇 |
2000年 | 2篇 |
1999年 | 1篇 |
1996年 | 1篇 |
1993年 | 1篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1983年 | 1篇 |
1976年 | 1篇 |
1975年 | 2篇 |
1972年 | 1篇 |
1826年 | 1篇 |
排序方式: 共有82条查询结果,搜索用时 0 毫秒
21.
22.
J. McConnell-Nzunga P.J. Naylor H. Macdonald R. E. Rhodes S. M. Hofer 《Measurement in physical education and exercise science》2018,22(2):154-166
Body mass index is a common proxy for proportion of body fat. However, body mass index may not classify youth similarly across ages and ethnicities. We used sex- and ethnic-specific receiver operating characteristic curves to determine how obesity classifications compared between body mass index and dual energy x-ray absorptiometry-based body fat percent. Male and female participants 9- to 18-years-old (n = 944; 487 female) were measured 1 to 13 times (1999–2012; 4,411 observations). Body mass index identified < 50% of those classified as obese from body fat percent. Specificity was 99.7%, and sensitivity was 35.8%. Using area under the curve and standard error values, body mass index performed significantly better for: Male versus female at 10 years, Asian versus European female except at 13-, 15-, and 16-years-old, Asian female versus male except at 10- and 15-years-old, and for European male versus female, 9- to 11-years-old (p < .05). Our findings provide evidence that users of body mass index should use caution when comparing body mass index across age, sex, and ethnicity. 相似文献
23.
The quantitative problem of old evidence 总被引:2,自引:0,他引:2
24.
25.
Unpacking the CRT in Negotiating White Science 总被引:1,自引:0,他引:1
Eileen R. Carlton Parsons Billye Rhodes Corliss Brown 《Cultural Studies of Science Education》2011,6(4):951-960
In this forum, we summarize CRT’s origins, tenets common to most CRT writings, and CRT’s evolution. We discuss Yerrick’s article
Negotiating White Science with respect to certain CRT premises. Specifically, we use the CRT tenet of racism as emphasized in first- and second-generation
CRT and CRT elements liberal racial ideology and voices of color to critically examine Yerrick’s propositions. 相似文献
26.
Brenda L. Killingsworth Mahmud A. Mansaray Len Rhodes 《Perspectives: Policy and Practice in Higher Education》2018,22(4):124-133
Graduation efficiency is of top concern for institutions of higher education throughout the world. Increasingly, accountability metrics have come under scrutiny as policymakers seek to ensure public resources are efficiently used. Traditionally, higher education policymakers in the USA and Europe have used graduation rate as an accountability measure to assess a university’s efficient use of resources. This time-to-degree method, however, does not take into account the shift in student demographics from a traditional full-time student to the diverse group of students pursuing higher education through varied paths, including balancing work with reduced course loads, studying abroad, completing internships, among others. These changes suggest additional accountability measures are needed to accurately capture student progress as it relates to resource utilisation. This research adapts the Graduation Efficiency Index proposed by Gillmore and Hoffman (1997) to a cohort-based model to allow for evaluating retention policies implemented by cohorts to improve student progress. 相似文献
27.
The influence of the sleep patterns of 2,259 students, aged 11 to 14 years, on trajectories of depressive symptoms, self-esteem, and grades was longitudinally examined using latent growth cross-domain models. Consistent with previous research, sleep decreased over time. Students who obtained less sleep in sixth grade exhibited lower initial self-esteem and grades and higher initial levels of depressive symptoms. Similarly, students who obtained less sleep over time reported heightened levels of depressive symptoms and decreased self-esteem. Sex of the student played a strong role as a predictor of hours of sleep, self-esteem, and grades. This study underscores the role of sleep in predicting adolescents' psychosocial outcomes and highlights the importance of using idiographic methodologies in the study of developmental processes. 相似文献
28.
29.
Schwandt, Thomas A. (1997) Qualitative Inquiry: a Dictionary of Terms. Thousand Oaks, CA: SAGE Publications, Inc. 183 pp. $ 23.95 ISBN‐0–7619–0254–6 VanTassel‐Baska, J. (1998). Excellence in Educating Gifted and Talented Learners, Third Edition with chapters by Camilla Persson Benbow, John F. Feldhusen, Kenneth Seeley, and Linda Kreger Silverman. Denver, CO: Love Publishing Co. (532pp., $58.00 hb, ISBN 0–89108–255–7. Moore, D.P. and Buttner, E.H. (1997). Women entrepreneurs: Moving beyond the glass ceiling. Thousand Oaks, CA: Sage Publications, Inc. (262 pp., $19.95 pb, ISBN 0–7619–0464–6) Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development (132 pp., $21.95 pb, ISBN 0–87120–342–1). 相似文献
30.
Lora Rhodes 《Roeper Review》2013,35(3):108-110
Despite efforts to desegregate and promote equal opportunity, Black students have a minimal role in gifted programs. Efforts to improve this situation must begin with a focus on the individual student. Classroom teachers need assistance from gifted and talented coordinators with nomination procedures. Information regarding standardized tests, perceptions of low achievement, and the characteristics of Black achievers is essential for improving nomination. The second step to increasing minority participation in gifted programs is to implement a multi‐criteria assessment profile. Compiled by the gifted and talented coordinator with the continued assistance of the classroom teacher, this profile should include a case study documenting gifted characteristics, family background information, and peer evaluations. Standardized test scores may play a minor role. Successful identification of gifted Black students depends on a thorough examination of the individual. 相似文献