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141.
Amanda Asghar 《Assessment & Evaluation in Higher Education》2010,35(4):403-417
Co‐operative learning is underused as a teaching and learning strategy in higher education and yet is ideal for courses that require students to learn skills that require manual dexterity, knowledge and clinical reasoning – key elements of professional and clinical competence. Reciprocal peer coaching (RPC) is a form of co‐operative or peer‐assisted learning that encourages individual students in small groups to coach each other in turn so that the outcome of the process is a more rounded understanding and a more skilful execution of the task in hand than if the student was learning in isolation. Used as a formative assessment strategy, RPC has the capacity to increase motivation in students due to the nature of the shared interdependent goal, and to provide immediate feedback to students on completion of the assessment. The purpose of this research was to interview a group of first‐year students to elicit their perceptions of the RPC process. The data were analysed from a phenomenological perspective and revealed three themes: motivating learning, learning in groups and the context of learning. The findings were subsequently explored in relation to the concept of self‐regulation of learning and the benefits which RPC as a formative assessment strategy has in promoting students’ self‐regulation. 相似文献
142.
A meta-analysis of morphological interventions: effects on literacy achievement of children with literacy difficulties 总被引:2,自引:0,他引:2
This study synthesizes 79 standardized mean-change differences between control and treatment groups from 17 independent studies,
investigating the effect of morphological interventions on literacy outcomes for students with literacy difficulties. Average
total sample size ranged from 15 to 261 from a wide range of grade levels. Overall, morphological instruction showed a significant
improvement on literacy achievement ([`(d)] \overline d = 0.33). Specifically, its effect was significant on several literacy outcomes such as phonological awareness ([`(d)] \overline d = 0.49), morphological awareness ([`(d)] \overline d = 0.40), vocabulary ([`(d)] \overline d = 0.40), reading comprehension ([`(d)] \overline d = 0.24), and spelling ([`(d)] \overline d = 0.20). Morphological instruction was particularly effective for children with reading, learning, or speech and language
disabilities, English language learners, and struggling readers, suggesting the possibility that morphological instruction
can remediate phonological processing challenges. Other moderators were also explored to explain differences in morphological
intervention effects. These findings suggest students with literacy difficulties would benefit from morphological instruction. 相似文献
143.
144.
Performance funding is an increasingly prevalent policy state officials use to allocate a portion of state funds to public colleges and universities. Researchers have begun to evaluate the effect of these policies, finding bleak evidence of their effectiveness in yielding intended outputs and suggesting the policies may even result in limited college access for underserved students. There may also be differences in policy effects depending on performance-funding policy designs, which vary considerably across states. Of particular interest to this study are premiums—financial bonuses to institutions—for promoting access and success for specified underserved student groups. Using difference-in-differences models and an original dataset on premiums in funding models, this study evaluates the impact of premiums for underserved students in performance-funding models on selectivity and the enrollment of minority and low-income students at 4-year universities from 1993 to 2014. We find that the share of both low-income and Hispanic students increases in institutions with performance-funding premiums for underserved students compared to institutions subject to performance funding without such premiums. Effects vary depending on premium type and longevity. The findings also reveal unexpected, negative effects of premiums on Black student enrollments. Our findings suggest that, by incorporating premiums, performance-funding model designers might prevent, minimize, or reverse the negative consequences of performance funding on vulnerable student groups. However, given variation in premium effects across student groups, performance- funding model designs should be tailored to local contexts. 相似文献
145.
Helenita Antonia de Oliveira Ednei Luiz Antonio Flávio André Silva Paulo de Tarso Camillo de Carvalho Regiane Feliciano Amanda Yoshizaki 《Journal of sports sciences》2018,36(20):2349-2357
We investigated whether low-level laser therapy (LLLT) prior to or post resistance exercise could attenuate muscle damage and inflammation. Female Wistar rats were assigned to non-LLLT or LLLT groups. An 830-nm DMC Laser Photon III was used to irradiate their hind legs with 2J, 4J, and 8J doses. Irradiations were performed prior to or post (4J) resistance exercise bouts. Resistance exercise consisted of four maximum load climbs. The load work during a resistance exercise bout was similar between Control (non-LLLT, 225 ± 10 g), 2J (215 ± 8 g), 4J (210 ± 9 g), and 8J (226 ± 9 g) groups. Prior LLLT did not induce climbing performance improvement, but exposure to 4J irradiation resulted in lower blood lactate levels post-exercise. The 4J dose decreased creatine kinase and lactic dehydrogenase levels post-exercise regardless of the time of application. Moreover, 4-J irradiation exposure significantly attenuated tumor necrosis factor alpha, interleukin-6, interleukin-1β, cytokine-induced neutrophil chemoattractant-1, and monocyte chemoattractant protein-1. There was minor macrophage muscle infiltration in 4J-exposed rats. These data indicate that LLLT prior to or post resistance exercise can reduce muscle damage and inflammation, resulting in muscle recovery improvement. We attempted to determine an ideal LLLT dose for suitable results, wherein 4J irradiation exposure showed a significant protective role. 相似文献
146.
147.
Amanda McGraw 《Asia-Pacific Journal of Teacher Education》2018,46(2):120-132
The focus of recent Australian political and media reports on the selection of candidates for initial teacher education programs has focused on the Australian Tertiary Admission Rank (ATAR) score as one of the key indicators of worth. This narrative study conducted in an Australian regional university focuses on the life stories of twelve pre-service teachers (PSTs) who received lower ATAR scores and who may well have been rejected by other universities. The PSTs’ narratives highlight that low achievement levels in the final years of schooling did not prevent them from being able to succeed in teacher education programs. We argue that high stakes tests as gatekeeping devices are simplistic measures that fail to recognise important qualities of character crucial to effective teaching. We suggest that qualities of character such as these are hard to quantify but are central to both selecting entrants to, and developing PSTs during, their teacher education programs. 相似文献
148.
Christine Nash Russell Martindale Dave Collins Amanda Martindale 《Journal of sports sciences》2013,31(10):985-994
Abstract Research into expertise is increasing across a number of domains pertinent to sport. Whilst this increase is particularly apparent in coaching, a key question is how to identify an expert coach? Accordingly, this paper draws upon existing studies into expert coaches to address this issue; in particular, the criteria used to select expert coaches for research purposes and the methods used in expert coach research. Based on these data, we contend that the elements of expertise are not fully reflected within currently accepted criteria which, in turn, results in expert coaching research not necessarily identifying the appropriate individuals to study. The paper concludes with recommendations for more rigorous criteria for selecting expert coaches and highlights the associated implications for the future training and development of expert coaches. 相似文献
149.
Nicola Brown Jennifer White Amanda Brasher Joanna Scurr 《Journal of sports sciences》2013,31(9):801-809
AbstractAlthough it is acknowledged that appropriate breast support during exercise is important, no published literature has assessed breast support usage in a cohort of female marathon runners. This study aimed to identify sport bra use and perceived importance of sports bra use in female marathon runners. Bra satisfaction, incidence of bra related issues and factors that influence the appropriateness of sports bras were also investigated. A 4-part, 30-question survey was administered to 1397 female runners at the 2012 London marathon registration and via an online survey. In total 1285 surveys were completed. Sports bra use and its perceived importance was high, however was lower in moderate compared to vigorous activity, and lower in participants with smaller breasts. Seventy-five per cent of participants reported bra fit issues. The most common issues were chaffing and shoulder straps digging in, with a higher incidence of issues reported by participants with larger breasts. Use of professional bra fitting was low, and perceived knowledge of breast health was poor. Engagement with sports bra use is high although sports bra design could be improved to alleviate bra fit issues experienced by female runners. Educational initiatives are needed to ensure females are informed regarding the importance of breast support and appropriate bra fit during activity. 相似文献
150.
Linda Banwell Kathryn Ray Graham Coulson Christine Urquhart Ray Lonsdale Chris Armstrong Rhian Thomas Siân Spink Alison Yeoman Roger Fenton Jennifer Rowley 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(5):607-616
This article aims to provide a baseline for future studies on the provision and support for the use of digital or electronic information services (EIS) in further education. The analysis presented is based on a multi‐level model of access, which encompasses access to and availability of information and communication technology (ICT) resources, access to and availability of EIS resources, and the third leg of staff skills and their development. The research was conducted within the third cycle of the JISC (Joint Information Services Committee) User Behaviour Monitoring and Evaluation Framework, in 2001/2002. Evidence was gathered from library and information service web sites and various stakeholders, including library and information service staff, academic staff and students to generate insights into the provision of access to EIS in further education. Sector‐wide funding initiatives have had a significant impact on ICT infrastructures, and these attract a positive response from students. EIS are represented on some library web sites but both web site development and EIS availability is very much less advanced than in higher education. Staff, however, lack sufficient dedicated access to ICT to be able to develop their own skills and use. There remains a low level of access to electronic information resources, with only limited access to these resources through library web sites. LIS managers face a number of challenges in enhancing this provision, including licensing arrangements, tight budgets that need to be spread across many discipline areas, and the absence of EIS designed specifically for the further education student. The other key challenge lies in the provision of time and opportunity for academic and LIS staff to develop their ICT and EIS skills, and, more generally in the further development of the role of Information and Learning Technology (ILT) Champions. 相似文献