全文获取类型
收费全文 | 327篇 |
免费 | 2篇 |
国内免费 | 1篇 |
专业分类
教育 | 252篇 |
科学研究 | 11篇 |
各国文化 | 6篇 |
体育 | 15篇 |
文化理论 | 3篇 |
信息传播 | 43篇 |
出版年
2022年 | 1篇 |
2019年 | 6篇 |
2018年 | 8篇 |
2017年 | 9篇 |
2016年 | 9篇 |
2015年 | 5篇 |
2014年 | 5篇 |
2013年 | 80篇 |
2012年 | 5篇 |
2011年 | 12篇 |
2010年 | 15篇 |
2009年 | 5篇 |
2008年 | 3篇 |
2007年 | 7篇 |
2006年 | 7篇 |
2005年 | 5篇 |
2004年 | 12篇 |
2003年 | 6篇 |
2002年 | 5篇 |
2001年 | 3篇 |
2000年 | 5篇 |
1999年 | 3篇 |
1998年 | 6篇 |
1997年 | 10篇 |
1996年 | 12篇 |
1995年 | 7篇 |
1994年 | 8篇 |
1993年 | 4篇 |
1992年 | 4篇 |
1991年 | 6篇 |
1990年 | 1篇 |
1989年 | 3篇 |
1988年 | 3篇 |
1987年 | 3篇 |
1986年 | 1篇 |
1985年 | 5篇 |
1984年 | 3篇 |
1983年 | 4篇 |
1982年 | 1篇 |
1981年 | 6篇 |
1980年 | 3篇 |
1979年 | 5篇 |
1978年 | 3篇 |
1977年 | 5篇 |
1976年 | 4篇 |
1975年 | 2篇 |
1973年 | 1篇 |
1972年 | 2篇 |
1969年 | 2篇 |
排序方式: 共有330条查询结果,搜索用时 31 毫秒
51.
Bill Varley 《The International Journal of Art & Design Education》1998,17(3):225-226
52.
Previous studies have shown that cycling can directly influence neuromuscular control during subsequent running in some highly trained triathletes, despite these triathletes' years of practice of the cycle-run transition. The aim of this study was to determine whether cycling has the same direct influence on neuromuscular control during running in moderately trained triathletes. Fifteen moderately trained triathletes participated. Kinematics of the pelvis and lower limbs and recruitment of 11 leg and thigh muscles were compared between a control run (no prior exercise) and a 30 min run that was preceded by a 15 min cycle (transition run). Muscle recruitment was different between control and transition runs in only one of 15 triathletes (<7%). Changes in joint position (mean difference of 3°) were evident in five triathletes, which persisted beyond 5 min of running in one triathlete. Our findings suggest that some moderately trained triathletes have difficulty reproducing their pre-cycling movement patterns for running initially after cycling, but cycling appears to have little influence on running muscle recruitment in moderately trained triathletes. 相似文献
53.
Since their incorporation in 1993, further education (FE) colleges in England have been responsible for their own staffing and, faced with funding constraints as well as recruitment and retention targets, some have introduced a new category of staff referred to here as ‘learning support workers’ (LSWs). Though their employment conditions and specific duties vary considerably, LSWs' work often includes providing individual care for students. In this small‐scale study, using semi‐structured interviews, the perceptions of some teachers and LSWs about the nature of their relationships with each other and with students are investigated. The study is set broadly in the context of debates about the impact of public sector reform on FE colleges and teachers. A discourse analysis approach is adopted in discussion of the data. The authors conclude that although they are differently positioned in relation to traditional discourses of professionalism, both teachers and LSWs are perceived to be carrying out what Hochschild termed ‘emotional labour’. The contradictory nature of emotional labour is also highlighted. Some of the implications of employing a new group of workers in FE are discussed. 相似文献
54.
This article reports on a case study of a young child (aged five) at a very early stage of his journey as a writer, evidencing ‘pre-alphabetic tendencies’, who has not yet internalised the construction of his name. Analysis of a ‘baseline’ piece of Daniel's writing demonstrates his awareness that the production of random letters conveys a simple message. However, Daniel does not recognise yet the relationship between spoken language and the corresponding grapheme–phonemes. At present he is not making the connections between his aural, oral and visual concepts of how words as text are constructed. In addressing the development of early years writing, the practitioner should be aware of the learning needs of the child as the child develops as an emerging writer in a highly complex problem-solving activity. The complexity of the structural and developmental processes needed to become a writer requires that the child is taught not within a predominantly whole-class structure with its demands for completion within fast-paced time limits. The emerging writer requires sustained recursive opportunities to engage with the experiences, which take the child from the steps of ‘mark making’ to the abstractions of written composition. The decision was made to use the strategy of socio-dramatic play as the framework for the intervention with Daniel. The use of a play/literacy connection (socio-dramatic play) serves to unlock and support the child's writing/spelling development. The child is being supported in his development by the teacher strategically easing the cognitive load, i.e. in this case, through scribing for the child. 相似文献
55.
56.
Many students who experience reading failure are inappropriately placed in special education. A promising response to reducing reading failure and the overidentification of students for special education is Response to Intervention (RTI), a comprehensive early detection and prevention system that allows teachers to identify and support struggling readers early, before they fail. A key component of RTI is the implementation of evidence‐based reading practices within a multitiered framework. School psychologists are increasingly being asked to lead or be members of RTI building teams. As such, they can play an important role in assuring that evidence‐based practices in reading are implemented with integrity. The purpose of this article is to provide a framework for judging the extent to which early reading instruction within a multitier RTI system is evidence based. Key evidence‐based practices related to the content, design, and delivery of early reading instruction are described. © 2010 Wiley Periodicals, Inc. 相似文献
57.
Bill Esmond 《Journal of Vocational Education & Training》2018,70(2):193-211
Workplace learning is increasingly central to the international lifelong learning agenda but has made limited contributions to full-time vocational education in England during the last 30 years. A more central role is envisaged within the technical education proposed by the 2016 Sainsbury Review and Post-16 Skills Plan, with access to work placements dominating discussion of policy implementation. A multicase study of workplace learning among post-16 students in England on current ‘study programmes’ was mapped to four of the technical routes designated by the Sainsbury Review and Skills Plan, using documentary, observation and interview data. The study drew on theorisation of the workplace as the site of situated or incidental learning, whilst noting that its opportunities are differentially allocated according to organisational or personal differences, in ways that have particular implications for young people on placements. Whilst access to more advanced learning opportunities was secured through planned, collaborative approaches, reliance on incidental learning offered more routinised experiences to students less prepared for autonomous learning. The study indicates that questions of access, knowledge and pedagogy remain to be addressed if plans for ‘technical education’ in England are to provide meaningful learning opportunities and support transitions to fulfilling work. 相似文献
58.
Andrew R. Chapman Bill Vicenzino Paul W. Hodges Peter Blanch Allan G. Hahn Theodore E. Milner 《Journal of sports sciences》2013,31(7):767-782
Abstract The direct effects of cycling on movement and muscle recruitment patterns (neuromuscular control) during running are unknown but critical to success in triathlon. We outline and test a new protocol for investigating the direct influence of cycling on neuromuscular control during running. Leg movement (three-dimensional kinematics) and muscle recruitment (surface electromyography, EMG) were compared between a control run (no prior exercise) and a 30-min transition run that was preceded by 20 min of cycling. We conducted three experiments investigating: (a) the repeatability (between-day reliability) of the protocol; (b) the ability of the protocol to investigate, in highly trained national or international triathletes, the direct influence of cycling on neuromuscular control during running independent of neuromuscular fatigue; and (c) the ability of the protocol to provide a control, or baseline, measure of neuromuscular control (determined using a measure of stability) without causing fatigue. Kinematic and EMG measures of neuromuscular control during running showed moderate to high repeatability: mean coefficients of multiple correlation for repeatability of EMG and kinematics were 0.816 ± 0.014 and 0.911 ± 0.031, respectively. The protocol provided a robust baseline measure of neuromuscular control during running without causing neuromuscular fatigue (coefficients of multiple correlation for stability of EMG and kinematics were 0.827 ± 0.023 and 0.862 ± 0.054), while EMG and force data provided no evidence of fatigue. The protocol outlined here is repeatable and can be used to measure any direct influence of cycling on neuromuscular control during running. 相似文献
59.
60.
Bill Mulford 《Journal of Educational Change》2006,7(1-2):47-58
This article argues that in order to meet the heightened expectations now placed on schools in a knowledge society, avoid
cultural resistance to positive change by those in schools and achieve improved student outcomes (attitudinal, behavioural
and academic), we need to not only engage multiple forms of leadership but also have a more complex understanding of relationships
between these leaderships and a range of other school and contextual variables. Evidence employed from recent research funded
by the Australian Research Council supported by a range of reviews of mainly North American literature on the effects of leadership
on student outcomes helps with an identification of these variables and their relationships.
Three major, sequential and aligned elements are identified for successful school reform with the leadership emphasis changing
with each element. The first element relates to how people are communicated with and treated. Success is more likely where
people act rather than are always reacting, are empowered, involved in decision-making through a transparent, facilitative
and supportive structure, and are trusted, respected, encouraged, and valued. The second element concerns a professional community.
A professional community involves shared norms and values including valuing differences and diversity, a focus on implementation
and continuous enhancement of learning for all students, de-privatisation of practice, collaboration, and critical reflective
dialogue, especially that based on performance data. The final element relates to the presence of a capacity for change, learning
and innovation, or professional learning community. Each element and each transition between them is facilitated by an appropriate
ongoing, optimistic, caring, nurturing professional development program. 相似文献