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61.
62.
Between 1986 and 1993, tertiary education institutions, [TEIs] in New Zealand have transformed their annual reports from being uninformative, untimely and unobtainable documents, to ones that are well-presented, comprehensive and readily available in a timely fashion (Coy, Tower & Dixon, 1994). This paper reports a study of the events and experiences according to report preparers in bringing about this change, including the incentives and difficulties that they have been facing.The study uses data collected from 48 staff involved in report preparation at 15 of the 37 TEIs that are in New Zealand. These data are qualitative, and are analysed from a realist perspective mixing causal analysis and interpretive understanding (Silverman 1985).The study suggests that the mandated changes to reporting are seen as one facet of several recent public sector reforms in New Zealand. Interviewees felt that the changes to reporting were driven externally by legislation, and internally by the stances taken by some chief executive officers and by the professional ardour of some accountants. Moreover, the Audit Office was seen as a prominent agent of change.The general reactions of preparers of reports to the reforms range from strong support to resentment and scepticism. A major concern voiced was the potential for data reported by TEIs to be used for political purposes. On the other hand, improved staff motivation was noted in many institutions as well as greater cost consciousness and awareness of student, needs. However, these positive attributes were probably derived from the reforms in general, and not just from the changes to reporting. 相似文献
63.
This research used data from the National Longitudinal Survey of Youth (NLSY) to describe and model developmental trajectories across middle childhood. Our sample consisted of approximately 1,000 children of NLSY women who were aged 6 to 7 years in either 1986 or 1988. Assessments of PIAT math and reading scores and the mother-reported Behavior Problem Index in 1986, 1988, 1990, and 1992 provided data for middle-child trajectories of children aged 6 to 7 in 1986. Assessments in 1988, 1990, 1992, and 1994 provided data for children aged 6 to 7 in 1988. We used the raw score form of these data to estimate LISREL-based models of their autoregressive structure. As with other samples, average math and reading achievement trajectories were parabolic for NLSY children, with scores increasing at a decreasing rate over this period. Average behavior-problem trajectories were flat. Behind these average shapes was extreme diversity in level (and in some cases, slopes), of individual trajectories and a pronounced tendency for above average changes between two adjacent assessments to be followed by opposite-signed changes in the subsequent period. Estimates from our structural models showed great heterogeneity in the average level of achievement and behavior for all three outcomes and heterogeneous slopes for reading scores as well. Boys but not girls were found to have heterogeneous slopes for math and behavior problems, whereas girls but not boys showed a significantly higher degree of persistence if "shocked" off of their expected trajectories. 相似文献
64.
Barbara R. Bucklin Alyce M. Dickinson Dale M. Brethower 《Performance Improvement Quarterly》2000,13(3):140-163
The effects of fluency training on the acquisition and retention of a composite skill were compared with those of training to accuracy only. Participants were 30 college students, and the task was a stimulus equivalence task, similar to the one used by Binder (1995) in earlier assessments. Participants learned associations between Hebrew symbols and nonsense syllables and between nonsense syllables and Arabic numerals. Immediately after training and every 2 or 4 weeks for 16 weeks, they were tested on a composite task that required both associations. Retention of the original component associations was also assessed after 4 months. With respect to the composite skill, fluency training resulted in: a) higher response rates immediately after training and across the 16 weeks; b) better accuracy 4 and 16 weeks after training; and c) less deterioration of accuracy after 16 weeks. Effects on the component skills were similar. The results document that for skilled adult learners, fluency training can aid the acquisition of a higher level skill and increase the retention of accuracy for both the component and composite skills. 相似文献
65.
Greg Dimitriadis Emily Cole Adrienne Costello 《Discourse: Studies in the Cultural Politics of Education》2009,30(4):361-379
The arts are often seen as peripheral to the ‘real business’ of school and schooling. While this has been the case for some time now, the increasing pressures of high-stakes testing and ever-more draconian public funding schemes (particularly in the wake of 9/11) have created something of a ‘perfect storm’ for those working in the arts. Arts proponents today live and operate within a culture of scarcity, having to justify their increasingly marginalized vocations while competing for continually shrinking resources. The result is an often deep-bodied sense of vulnerability, one which saturates the social field (both micro and macro) of arts education in ways not often publicly acknowledged. In this article, I explore this notion of ‘vulnerability’ as a framework for understanding qualitative data which emerged from a three-year arts and education project I conducted in a large, northeast city in the USA beginning in 2003. In so doing, I look to open up a broader discussion about the oft-ignored intersection(s) between the material and aesthetic in arts and education – a discussion which is sober about the future of such work in times of economic scarcity and conservative retrenchment. 相似文献
66.
Faculty have long incorporated students into interdisciplinary research projects to meet increasingly common demands for collaborative
research by federal funding agencies. Despite the critical role of experiential learning in building student research skills
and capacity, few have explored social interaction mechanisms used to facilitate student experiential learning in an interdisciplinary
research team. Drawing upon the New Rural Economy project as a case study, interviews with 13 students from eight Canadian
universities were conducted to explore these social interaction mechanisms. While findings revealed an array of social interaction
mechanisms used to develop student learning networks, the quality of these mechanisms were mixed; thereby influencing the
utilization of these networks for guidance and feedback. As faculty organize social interaction mechanisms, they should consider
factors such as previous experience, student and faculty relationships, finances, language, gender, ethnicity, and other issues,
that will have an impact on student engagement with experiential learning.
相似文献
Deborah ThienEmail: |
67.
This study surveyed a national sample of school psychologists with respect to the identification of reading disabilities (RD). It covers school psychologists' opinions regarding perceived benefits of the use of cognitive assessment in RD identification, both within and outside of an IQ–achievement discrepancy model. The survey also solicited opinions about the nature of RD, particularly conceptions of general slow learners (and readers) versus those evidencing a discrepancy. Results related to school psychologists' concerns about job security, should IQ testing be reduced, are presented. Furthermore, the perceived benefits of a Response to Intervention (RTI) model, how school psychologists see themselves contributing to an RTI effort, as well as possible hurdles to RTI implementation are covered. Measurement of these perceptions may be beneficial in informing current and future service delivery models for RD identification as well as possible training needs of currently practicing school psychologists. Finally, the current work represents an effort to measure assessment acceptability for RD identification techniques. © 2010 Wiley Periodicals, Inc. 相似文献
68.
Greg L. McKie Hashim Islam Logan K. Townsend Greg J. Howe 《Measurement in physical education and exercise science》2018,22(2):138-144
This study examined the validity and reliability of a 30-second running sprint test using two non-motorized treadmills compared to the established Wingate Anaerobic Test. Twenty-four participants completed three sessions in a randomized order on a: (1) manual mode treadmill (Woodway); (2) specialized interval training treadmill (HiTrainer); and (3) Wingate cycle ergometer. In a subset of 15 participants, 2 additional sessions were completed on both treadmills to establish the test–retest reliability. Peak (Woodway: r = .68; HiTrainer: r = .58; p < .003), average (Woodway: r = .82; HiTrainer: r = .72, p < .001), and minimum (Woodway: r = .64; HiTrainer: r = .42, p < .043) speed indices were moderately to very strongly correlated with corresponding Wingate Anaerobic Test outputs and had excellent test–retest reliability (all intraclass correlation coefficients > .75). Fatigue index during the Wingate Anaerobic Test (51.20 ± 7.14%) was moderately correlated with the Woodway (32.9 ± 10.9%, r = .55, p = .005) only. This 30-second running sprint test may be a valid and reliable mode-specific alternative to the Wingate Anaerobic Test. 相似文献
69.
Rebecca Bilous Laura Hammersley Kate Lloyd Felicity Rawlings-Sanaei Greg Downey Maria Amigo 《International Journal for Academic Development》2018,23(3):165-178
This paper shares an innovative methodology to ‘co-create’ a curriculum with eleven international community development organisations from seven countries to prepare undergraduate students for international work-integrated learning activities. The co-creation process was complex, messy, and always evolving. Here we reflect on and document the process, identifying three key methodological principles that might guide the co-creation process for others. These principles embrace the unpredictable, emotional, and personal reality of bringing together diverse ideas and perspectives, as well as opening up possibilities for more creative ways of communicating and listening to what is seen, heard, and felt. 相似文献
70.
Greg Atkinson Richard Davison Asker Jeukendrup Louis Passfield 《Journal of sports sciences》2013,31(9):767-787
Abstract In this holistic review of cycling science, the objectives are: (1) to identify the various human and environmental factors that influence cycling power output and velocity; (2) to discuss, with the aid of a schematic model, the often complex interrelationships between these factors; and (3) to suggest future directions for research to help clarify how cycling performance can be optimized, given different race disciplines, environments and riders. Most successful cyclists, irrespective of the race discipline, have a high maximal aerobic power output measured from an incremental test, and an ability to work at relatively high power outputs for long periods. The relationship between these characteristics and inherent physiological factors such as muscle capilliarization and muscle fibre type is complicated by inter-individual differences in selecting cadence for different race conditions. More research is needed on high-class professional riders, since they probably represent the pinnacle of natural selection for, and physiological adaptation to, endurance exercise. Recent advances in mathematical modelling and bicycle-mounted strain gauges, which can measure power directly in races, are starting to help unravel the interrelationships between the various resistive forces on the bicycle (e.g. air and rolling resistance, gravity). Interventions on rider position to optimize aerodynamics should also consider the impact on power output of the rider. All-terrain bicycle (ATB) racing is a neglected discipline in terms of the characterization of power outputs in race conditions and the modelling of the effects of the different design of bicycle frame and components on the magnitude of resistive forces. A direct application of mathematical models of cycling velocity has been in identifying optimal pacing strategies for different race conditions. Such data should, nevertheless, be considered alongside physiological optimization of power output in a race. An even distribution of power output is both physiologically and biophysically optimal for longer ( >4km) time-trials held in conditions of unvarying wind and gradient. For shorter races (e.g. a 1km time-trial), an‘all out’ effort from the start is advised to‘save’ time during the initial phase that contributes most to total race time and to optimize the contribution of kinetic energy to race velocity. From a biophysical standpoint, the optimum pacing strategy for road time-trials may involve increasing power in headwinds and uphill sections and decreasing power in tailwinds and when travelling downhill. More research, using models and direct power measurement, is needed to elucidate fully how much such a pacing strategy might save time in a real race and how much a variable power output can be tolerated by a rider. The cyclist's diet is a multifactorial issue in itself and many researchers have tried to examine aspects of cycling nutrition (e.g. timing, amount, composition) in isolation. Only recently have researchers attempted to analyse interrelationships between dietary factors (e.g. the link between pre-race and in-race dietary effects on performance). The thermal environment is a mediating factor in choice of diet, since there may be competing interests of replacing lost fluid and depleted glycogen during and after a race. Given the prevalence of stage racing in professional cycling, more research into the influence of nutrition on repeated bouts of exercise performance and training is required. 相似文献