全文获取类型
收费全文 | 255篇 |
免费 | 4篇 |
专业分类
教育 | 196篇 |
科学研究 | 5篇 |
各国文化 | 5篇 |
体育 | 26篇 |
文化理论 | 3篇 |
信息传播 | 24篇 |
出版年
2023年 | 2篇 |
2020年 | 6篇 |
2019年 | 9篇 |
2018年 | 10篇 |
2017年 | 9篇 |
2016年 | 8篇 |
2015年 | 7篇 |
2014年 | 3篇 |
2013年 | 53篇 |
2012年 | 5篇 |
2011年 | 3篇 |
2010年 | 3篇 |
2009年 | 4篇 |
2008年 | 8篇 |
2007年 | 7篇 |
2006年 | 3篇 |
2005年 | 3篇 |
2004年 | 5篇 |
2003年 | 6篇 |
2002年 | 6篇 |
2001年 | 2篇 |
2000年 | 3篇 |
1999年 | 6篇 |
1997年 | 2篇 |
1996年 | 3篇 |
1995年 | 2篇 |
1994年 | 3篇 |
1993年 | 2篇 |
1992年 | 4篇 |
1991年 | 2篇 |
1989年 | 3篇 |
1988年 | 6篇 |
1987年 | 6篇 |
1986年 | 8篇 |
1985年 | 4篇 |
1984年 | 4篇 |
1983年 | 4篇 |
1982年 | 7篇 |
1981年 | 3篇 |
1979年 | 5篇 |
1976年 | 2篇 |
1973年 | 2篇 |
1969年 | 1篇 |
1968年 | 2篇 |
1967年 | 2篇 |
1966年 | 2篇 |
1963年 | 1篇 |
1939年 | 1篇 |
1875年 | 1篇 |
1871年 | 1篇 |
排序方式: 共有259条查询结果,搜索用时 15 毫秒
11.
Is earlier intervention always superior? Using two complementary forms of meta-analysis, Gardner and colleagues find no support for the “earlier is better” hypothesis in outcomes of parenting programs for child behavior problems across the 2–11 year age range. This commentary explores possible methodological and substantive reasons for the pattern of their findings. We need additional careful analyses of this kind, assessing age variations in intervention effects across broader age ranges, and in other developmental domains, for strong tests of the “earlier is better” hypothesis. At this stage, however, Gardner et al.'s findings give us some pause for thought. 相似文献
12.
D. Barker 《Sport, Education and Society》2019,24(2):134-146
Research suggests that physical education (PE) in Western countries is not providing equitable experiences for non-white students. Responsibility for shortcomings has often been ascribed to white PE teachers. Scholars have claimed that teachers lack cultural competence and know little about how physical cultures or health are understood by the young people with whom they work. The objective of this investigation was to investigate this claim and generate an understanding of how white PE teachers in a culturally diverse high school make sense of their work with non-white students. Data with three Swedish teachers of varying experience were produced using semi-structured interviewing. A series of school visits provided a complementary line of data. Four themes emerged from the data. These related to: (1) differences between white and non-white values; (2) the knowledge and dispositions necessary for success in PE; (3) the broad purpose of PE, and; (4) the differences between boys’ and girls’ experiences of PE. Data were interpreted using a Critical Race Theory (CRT) perspective, with the notion of ‘whiteness’ providing a specific analytic concept. The general thesis developed in the second part of the paper is that problems result not from insensitivity or incompetence but from discourses of whiteness in which many teachers live and work. By building on critical research both in general education and physical education literature and by utilizing whiteness as an analytical concept, the investigation shows how three PE teachers draw extensively on the racial discourse of whiteness and how this disadvantages non-white students. The paper is concluded with a consideration of how racial disadvantage could be challenged or disrupted. 相似文献
13.
14.
Richard C. Thelwell Christopher R. D. Wagstaff Adam Rayner Michael Chapman Jamie Barker 《Journal of sports sciences》2017,35(1):44-55
The present study aimed to extend research that has focused on the identification of stressors associated with coaching practice by systematically evaluating how such stressors effect athletes, and more broadly, the coach–athlete relationship. A total of 13 professional- and national-level athletes were interviewed to address the three study aims: how they detect when a coach is encountering stressors, how coach experiences of stress effects them as an athlete, and how effective the coach is when experiencing stress. Following content analysis, the data suggested athletes were able to detect when a coach was experiencing stress and this was typically via a variety of verbal and behavioural cues. Despite some positive effects of the coach experiencing stress, the majority were negative and varied across a range of personal influences on the athlete, and effects on the general coaching environment. It was also the broad view of the athletes that coaches were less effective when stressed, and this was reflected in performance expectations, perceptions of competence, and lack of awareness. The findings are discussed in relation to the existing theory and with reference to their implications for applied practice, future research, and development of the coach–athlete relationship. 相似文献
15.
16.
This study examines the impact that collective bargaining has on multiple dimensions of teacher compensation, including average and starting salaries, early and late returns to experience, returns to graduate degrees, and the incidence of different pay for performance schemes. Using data from the School and Staffing Survey (SASS) and a more recent data set, the Teacher Rules, Roles and Rights (TR3), we find that collective bargaining has a significant impact on all aspects of current, qualification-specific salary schedules. Further, we find some evidence that bargaining impacts the design of performance pay plans. Specifically, unions tend to encourage teacher bonuses that are based on additional qualifications or duties, but discourage bonuses that directly reward improved student test scores. 相似文献
17.
This study evaluated the interpersonal sensitivity of third culture individuals, defined as people who lived in a country other than that of their nationality during their developmental years, by comparing them to mono-cultured individuals. While the notion that third culture individuals develop enhanced perceptual skills as a result of intercultural adaptation is widely accepted in popular and professional literature, this assertion has not been empirically tested. Previous research on intercultural communication competence and adaptation has almost exclusively focused on intercultural exposure among adults. This study collected data from 142 individuals using web-based surveys. The instruments measured two aspects of participants’ interpersonal sensitivity: social and emotional sensitivity. Results showed that third culture individuals have significantly higher social sensitivity than mono-cultured individuals, while mono-cultured individuals reported higher emotional sensitivity. Additionally, no significant correlation was found between greater intercultural experience and increased interpersonal sensitivity. 相似文献
18.
19.
20.
Drawing on data collected in a qualitative study of racially minoritized faculty members, this article examines the challenges these faculty members faced in bringing different aspects of their spirituality into their scholarly work as graduate students. This article explores the questions: How do racially minoritized graduate students negotiate their spiritual identities and integrate their spiritual epistemologies and cultural knowledge into academic practices, and what challenges do they face in doing both? This article presents three salient themes: sacred subjectivity in student-focused research, spiritual praxis in the classroom, and new visions for inclusive spiritual expression in the academy. By focusing our analysis on study participants' strategies for resisting pressures to closet their beliefs, this article affirms the importance of legitimizing the spiritual epistemological perspectives of racially minoritized graduate students in creating a more equitable and diverse higher education culture. 相似文献