全文获取类型
收费全文 | 267篇 |
免费 | 8篇 |
国内免费 | 1篇 |
专业分类
教育 | 186篇 |
科学研究 | 14篇 |
各国文化 | 5篇 |
体育 | 41篇 |
综合类 | 7篇 |
文化理论 | 1篇 |
信息传播 | 22篇 |
出版年
2023年 | 2篇 |
2022年 | 3篇 |
2021年 | 6篇 |
2020年 | 12篇 |
2019年 | 17篇 |
2018年 | 23篇 |
2017年 | 21篇 |
2016年 | 13篇 |
2015年 | 10篇 |
2014年 | 12篇 |
2013年 | 37篇 |
2012年 | 9篇 |
2011年 | 19篇 |
2010年 | 9篇 |
2009年 | 10篇 |
2008年 | 4篇 |
2007年 | 8篇 |
2006年 | 7篇 |
2005年 | 5篇 |
2004年 | 3篇 |
2003年 | 3篇 |
2002年 | 2篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1999年 | 2篇 |
1998年 | 2篇 |
1997年 | 5篇 |
1996年 | 3篇 |
1994年 | 1篇 |
1991年 | 1篇 |
1990年 | 3篇 |
1989年 | 1篇 |
1988年 | 3篇 |
1987年 | 1篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1982年 | 1篇 |
1980年 | 1篇 |
1978年 | 1篇 |
1975年 | 1篇 |
1966年 | 1篇 |
1959年 | 1篇 |
1947年 | 1篇 |
1887年 | 1篇 |
1845年 | 1篇 |
1840年 | 1篇 |
排序方式: 共有276条查询结果,搜索用时 15 毫秒
91.
This special issue originated from ongoing discussions on how research in the past decade has or has not informed current theories on student learning in higher education. The contributions to this special issue each present a discussion of conceptual and methodological directions with possible connections or suggested dead ends in the major research traditions of the field. The special issue closes with two commentaries in which senior researchers critically discuss the contribution of the special issue regarding the question of where we might theoretically go in the field of student learning in higher education research. 相似文献
92.
Luke Munn 《The Information Society》2020,36(3):167-176
AbstractData center infrastructures provide a lens for understanding the rise of resilience thinking, for grasping the pragmatism and promise of resilience as approach. Unable to anticipate every threat and lockout every contingency, developers of resilient infrastructure “design in” failure, automate monitoring and maintenance, and build capacity to flexibly adapt to new threats. In enacting resilience in the present, they anticipate possible futures, prototyping forms of future life. In this sense, infrastructures should also be understood as operational imaginaries – as systems that powerfully suggest a set of future possibilities by enacting them concretely in the present. 相似文献
93.
Increased mention of journal clubs in the library literature and the recent creation of clubs at the authors' institutions sparked curiosity about how widespread they are in academic libraries. An online survey announced on library listservs assessed their prevalence and practices. Library journal clubs promote current awareness, analysis skills, group cohesion, and intra-library knowledge, and offer a low-cost professional development opportunity in times of budget difficulties. 相似文献
94.
Luke R. Garceau William P. Ebben Duane V. Knudson 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):542-558
Instruction and assessment strategies of undergraduate introductory biomechanics instructors have yet to be comprehensively examined. The purpose of this study was to identify the current instruction and assessment practices of North American undergraduate introductory biomechanics instructors and equipment needed for effective instruction in lecture and laboratory sessions. One hundred and sixty-five respondents (age: 42.5 ± 10.3 years) who currently teach or have taught an introductory biomechanics course in North America were recruited by electronic mail. Subjects completed a web-based survey, consisting of 60 open- and closed-ended questions. Pearson's correlation coefficients were used to assess relationships between instructor's familiarity with either the Biomechanics Concept Inventory or the NASPE Guidelines for Undergraduate Biomechanics, and instructor and course characteristics (number of years teaching, age, faculty rank, number of quizzes given, etc.) A number of variables were significantly (p < 0.05) correlated. Answers to open-ended questions were processed using content analysis, with results categorized in content areas including: instructor and course characteristics; lecture instruction; assessment and equipment; laboratory instruction; assessment and equipment; and instructor's perspectives. Many active learning strategies for lecture and laboratory instruction were identified by faculty. Limited student preparation and limited resources were noted as the instructor's most common challenges. 相似文献
95.
Debakanta Mishra Erol Tutumluer Timothy D. Stark James P. Hyslip Steven M. Chrismer Michael Tomas 《浙江大学学报(A卷英文版)》2012,13(11):814-824
Railway transitions experience differential movements due to differences in track system stiffness, track damping characteristics, foundation type, ballast settlement from fouling and/or degradation, as well as fill and subgrade settlement. This differential movement is especially problematic for high speed rail infrastructure as the ??bump?? at the transition is accentuated at high speeds. Identification of different factors contributing towards this differential movement, as well as development of design and maintenance strategies to mitigate the problem is imperative for the safe and economical operation of both freight and passenger rail networks. This paper presents the research framework and initial instrumentation details from an ongoing research effort at the University of Illinois at Urbana-Champaign. Three bridge approaches experiencing recurrent geometry problems were instrumented using multidepth deflectometers (MDDs) and strain gages to identify different factors contributing to the development of differential movements. 相似文献
96.
97.
Nicklin Laura Louise Wilsdon Luke Chadwick Darren Rhoden Laura Ormerod David Allen Deborah Witton Gemma Lloyd Joanne 《Education and Information Technologies》2022,27(6):7653-7678
Education and Information Technologies - In the UK, the first ‘lockdown’ of the COVID-19 pandemic necessitated a rapid shift to online learning and digital technologies in Higher... 相似文献
98.
In this discussion with literacies researcher Allan Luke, the New London Group Member reflects on the role of multiliteracies in shaping literacies research and the continuing changes to technology, capitalism, and learning. Focused on looking toward future advances in literacies research, Luke reflects on the role of multiliteracies in contemporary educational policy and how this work is shaping literacy scholarship and practice today. Luke looks pragmatically at the current political landscape and emphasizes how colonial practices of technology over the past twenty years bend literacies research away from the initial optimism expressed by the New London Group. At the same time, Luke grounds contemporary literacies interpretations of technology and learning in foundational critical theorist like Freire, Illich, and Dewey. By focusing on how technology has changed schooling, power, and literacies, Luke considers what challenges loom for the theory and practice of powerful, equitable literacies in the next two decades. 相似文献
99.
A comparison of blood pressure in term, low birth-weight infants of smoking and nonsmoking mothers
下载免费PDF全文
![点击此处可从《The Journal of perinatal education》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Infants exposed to the components of cigarette smoke in utero are at an increased risk for perinatal death, low birth weight, sudden infant death syndrome, and premature delivery. The purpose of this pilot study was to compare blood pressure values in term low-birth weight infants (=2500 grams) born to smoking mothers to the blood pressure values of term, low-birth weight infants born to nonsmoking mothers. Data were collected through a retrospective chart review of 30 low-birth weight, term infants at a hospital in the Rocky Mountain region of the United States. Systolic, diastolic, and mean arterial pressure values were obtained from each chart. Fifteen of the infants were born to women who smoked cigarettes during pregnancy, while another 15 infants were born to mothers who did not smoke during pregnancy. While hospitalized at birth, the infants of smoking mothers shared a trend toward higher blood pressure readings for all measures, with the t-test differences reaching statistical significance for systolic arm (p = .024), diastolic leg (p = .03), and mean arterial pressure of the arm (p = .038). 相似文献
100.
James D. Laney Dean K. Frerichs Linda P. Frerichs Luke K. Pat 《Early education and development》1996,7(3):253-276
Empirical studies have shown the positive effects of combining cooperative and mastery learning methods on mathematics achievement higher order questioning skills, and originality, but little is known, at present, about the effects of cooperative-mastery learning in other subject areas or on other cognitive outcomes. The problem of this study was to explore the effects of cooperative and mastery learning methods, alone and in combination, on first and second grade students' learning and retention of basic economic concepts. A 2 X 2 (cooperative X mastery) factorial design compared the achievement of one hundred-twenty students who were individually randomly assigned (using grade level as a stratification variable) to one of four treatment conditions—instruction on basic economic concepts using (1) cooperative learning, (2) mastery learning, (3) cooperative-mastery learning, or (4) a control treatment (no cooperative or mastery learning). All subjects were administered a written pretest, post-test, and delayed post-test on their understanding of economic concepts. To further probe children's understanding of economic concepts, a randomly selected sub-sample of sixty- four students was interviewed using an oral pretest, post-test, and delayed post-test. Overall, the results support the superiority of the cooperative-mastery learning method over either method alone in promoting the acquisition and retention of economic concepts. Pretest data verified the initial equivalence of groups. The cooperative-mastery learning group outperformed (a) the control group on all post-tests and delayed post-tests and (b) the cooperative learning group on all post-tests and delayed post-tests except the written post-test. By delayed post-test on the oral measure, the cooperative-mastery learning group was also outperforming the mastery learning group. As further evidence of the superiority of the cooperative-mastery learning method, the mean score of the cooperative-mastery learning group was greater than the combined mean scores of the mastery and cooperative learning groups on the oral post-test and delayed post-test. The authors suggest that the cooperative-mastery learning method is in line with current early childhood practices and has the capacity for simultaneously boosting the conceptual development and language development of young children. This capacity is said to stem from the method's provision of (a) specific, positive feedback, (b) a social context for sustained effort and involvement in a topic, (c) child-child communication exchanges, and (d) adult-child communication exchanges. 相似文献