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141.
Jeanne Maree Allen Suzie Wright Neil Cranston Jane Watson Kim Beswick Ian Hay 《International Journal of Inclusive Education》2018,22(4):409-425
This paper reports on the views of key members of the educational community about student engagement and retention in rural, regional and disadvantaged areas of the Australian state of Tasmania. It provides insights into the attributed reasons for the longstanding low levels of student retention in Tasmania, and the possible ways to militate against the widely censured problem of students leaving school too soon. The paper draws from principles of Bronfenbrenner’s model of ecology to situate the 25 participants who formed the sample of the study in the exosystem of the environment of the young people whose educational attainment and retention in schools is the focus of this work. Data analysis generated three major themes: families and the socio-cultural environment; teachers and teaching; and the school system. The study’s findings play an important role in prompting us to question when, and if, the dire situation of student dropout in the state and in similar contexts worldwide will begin to be reversed. Implications of the work include the need to develop and sustain a strong policy environment in which high-quality education and schooling success are contextualised as key features to which members across the systems and sections of society can contribute. 相似文献
142.
Changes in swimming technique during time to exhaustion at freely chosen and controlled stroke rates
Alberty M Potdevin F Dekerle J Pelayo P Gorce P Sidney M 《Journal of sports sciences》2008,26(11):1191-1200
The aim of this study was to assess technical changes during constrained swimming in time-to-exhaustion tests. Ten swimmers of national standard performed a maximal 400-m front crawl and two sets of exhaustion tests at 95%, 100%, and 110% of mean 400-m speed. In the first set (free), swimmers had to maintain their speeds until exhaustion and mean stroke rate was recorded for each test. In the second set (controlled), the same speed and individual corresponding stroke rate were imposed. The durations of the exhaustion tests, relative durations of the stroke phases, and arm coordination were analysed. For each speed in the "controlled" set, the exhaustion tests were shorter. Moreover, variables were consistent, suggesting a stabilization of stroke technique. Under the free condition, stroke rate increased to compensate for the decrease in stroke length. At the same time, swimmers reduced the relative duration of their non-propulsive phases in favour of the propulsive phases. Thus, swimmers changed their arm coordination, which came close to an opposition mode. These two constraints enable swimmers both to maintain their stroking characteristics and develop compensatory mechanisms to maintain speed. Moreover, stroke rate can be seen as a useful tool for controlling arm technique during paced exercise. 相似文献
143.
The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in relation to student reading achievement as well as social behaviors. Student academic responding during teacher-facilitated instruction significantly predicted end of year reading achievement. Teacher perceptions of students’ social skills (positive correlation) and problem behaviors (negative correlation) were significantly correlated with academic responding. When academic responding and teacher perceptions of social behaviors were examined together, only teacher perceptions of academic competence and problem behaviors predicted spring outcomes. 相似文献
144.
Marjorie Darrah Roxann Humbert Jeanne Finstein Marllin Simon John Hopkins 《Journal of Science Education and Technology》2014,23(6):803-814
Most physics professors would agree that the lab experiences students have in introductory physics are central to the learning of the concepts in the course. It is also true that these physics labs require time and money for upkeep, not to mention the hours spent setting up and taking down labs. Virtual physics lab experiences can provide an alternative or supplement to these traditional hands-on labs. However, physics professors may be very hesitant to give up the hands-on labs, which have been such a central part of their courses, for a more cost and time-saving virtual alternative. Thus, it is important to investigate how the learning from these virtual experiences compares to that acquired through a hands-on experience. This study evaluated a comprehensive set of virtual labs for introductory level college physics courses and compared them to a hands-on physics lab experience. Each of the virtual labs contains everything a student needs to conduct a physics laboratory experiment, including: objectives, background theory, 3D simulation, brief video, data collection tools, pre- and postlab questions, and postlab quiz. This research was conducted with 224 students from two large universities and investigated the learning that occurred with students using the virtual labs either in a lab setting or as a supplement to hands-on labs versus a control group of students using the traditional hands-on labs only. Findings from both university settings showed the virtual labs to be as effective as the traditional hands-on physics labs. 相似文献
145.
Teresa Eckrich Sommer William Schneider Elise Chor Terri J. Sabol P. Lindsay Chase-Lansdale Jeanne Brooks-Gunn Hirokazu Yoshikawa Amanda Morris Christopher King 《Child development》2020,91(6):1916-1933
Two-generation human capital programs seek to promote the education of parents and children simultaneously. This study examines relations between family participation in CareerAdvance, which recruits parents of Head Start children into a workforce training program, and children’s Head Start attendance. The sample included 293 children (on average 4 years old) and their parents. After one semester, CareerAdvance children demonstrated higher rates of attendance and lower rates of absence and chronic absence (missing 10% or more of school days) than matched comparison children. These associations were similar across a range of high- and low-risk subgroups at baseline. These findings are discussed in terms of the implications of a family systems approach for improving children’s Head Start attendance. 相似文献
146.
At the University of California, Los Angeles The Genome: Blueprint, Controversy, Destiny is an inquiry-based course with a laboratory component, designed for non-science majors. The course explores the many ways in which molecular biology—including the Human Genome Project, genetically modified foods, gene therapy, and forensics—is increasingly permeating society in the 21st century. The laboratory component of the course includes experience in real research—the sequencing of a microbial genome. Students feel, think, and act like scientists while they consider the societal implications of the technology. The course aims to prepare students to be scientifically literate citizens while simultaneously building a major research accomplishment. 相似文献
147.
This study examines distributed leadership in Information Communication Technology reform in a government school in Singapore. The study adopts a naturalistic inquiry approach, drawing upon a case study of the aforementioned school for much of its data. The study found that leadership for Information Communication Technology reform is distributed according to functions of transformational leadership, instructional leadership, emotional leadership, and the strategic management of resources. The key enabling factors are an official leadership position, access to expertise, support by senior management, and interpersonal synergies among the leaders. Senior management consistently performs transformational leadership, whereas middle management generally performs instructional leadership. Both senior and middle management provide emotional leadership. 相似文献
148.
In this qualitative study, we identify the complexity of the transitioning identities of four STEM career changers to better
inform teacher education programs on how to be more mindful of the needs of this population as they return to the life of
a student again on their path toward a new career in teaching. Findings suggest the career changers relied upon their identities
from their previous careers to engage students in science; however, support is needed, both in terms of the coursework and
returning to be a student again. Additionally, support is necessary for intervening in difficult placements and work situations
as these STEM career changers make the transition to their newly chosen career of teaching science. 相似文献
149.
Priscilla M. Clarkson Theresa E. Kennedy Jeanne Flanagan 《Research quarterly for exercise and sport》2013,84(2):175-179
Abstract The purpose of this study was to determine the frequency and magnitude of specific variables perceived to have affected U.S. Olympic athlete performance. Participants included 296 Atlanta Olympians and 83 Nagano Olympians. Olympians rated how they perceived specific variables influenced their Olympic performance. Results revealed that numerous variables, including performance influences, such as preparation for distractions and loss of composure; team variables, such as strong cohesion and positive coach-athlete relationships; coaching variables, including coach's ability to deal with crises and coaching expectations; family-friend variables, including general social support and getting event tickets for family and friends; and environmental concerns, such as venue transportation difficulties and Olympic village distractions; were perceived to influence performance. Findings verified the results of qualitative interviews conducted with Olympic athletes and coaches. 相似文献
150.
Jeanne Farrington 《Performance Improvement Quarterly》2011,24(1):117-121
Training transfer is a key concern for organizational stakeholders, training professionals, and researchers. Since Georgenson's (1982) article on transfer, his conversational gambit that only 10% of training transfers to performance on the job has been quoted often. This estimate suggests a low level of success with training programs in general, and given its pervasiveness, it has the potential to undermine confidence in using training as an intervention. Although there is considerable evidence that learning from training can and does transfer, assessing how much of it transfers in general is far from simple. Researchers conducting recent meta‐analyses of transfer studies have illustrated some of the difficulties in assigning a general effect size for training transfer. Measuring transfer is complicated by how data are collected, from whom, at what interval from the training event, and a number of other factors. Taking those factors into account, along with existing transfer evaluation methods, training managers and instructional designers should develop protocols to define how they will conduct transfer evaluation within their organizations. 相似文献