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121.
Tina Winter Heidrun Beck Achim Walther Hans Zwipp Susanne Rein 《Journal of sports sciences》2015,33(8):831-840
The influence of a 12-week-proprioceptive training on functional ankle stability was investigated in young speed skaters. Twenty-eight speed skaters were randomly divided into an intervention (n = 14) and into a control group (n = 14). A 15-min circle training was performed 5 times per week over a 12-week period. Measurements were taken prior to the training, after 6 and 12 weeks of training. Kinaesthesia was evaluated with the Isomed2000 in all movements of the ankle joint. Dynamic balance was tested with the Biodex Stability System at the stable level 8 and at the unstable level 2, measuring the overall stability index, the anterior/posterior and the medial/lateral scores. Static single-leg stance was evaluated using the Kistler force platform. Kinaesthesia of the intervention group improved significantly for plantarflexion of the right foot (P = 0.001) after 12 weeks. Dynamic balance showed significant differences in the intervention group after 12 weeks in comparison with the first measurement for each foot in the overall stability index, the anterior/posterior and the medial/lateral scores (P ≤ 0.017, respectively) at the unstable level 2. Functional ankle stability improved in terms of dynamic balance after 12 weeks of proprioceptive training. Therefore, inclusion of proprioceptive exercises in the daily training programme is recommended for young speed skaters. 相似文献
122.
Gene M. Winter 《Community College Journal of Research & Practice》2013,37(3):189-198
Determining and analyzing unit costs in higher education has been variously discussed for decades. This article presents the rationale and operational guidelines of a method for determining comparable costs in two‐year college occupational and technical programs that is reasonable to adapt and use by many colleges without developing a new financial data system. Forms and procedures are also included to encourage adoption 相似文献
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125.
Paul A. Winter Philip R. Partenheimer Joseph M. Petrosko 《Journal of Personnel Evaluation in Education》1992,6(2):101
About this issue editor 相似文献
126.
Michael Shevlin Eileen Winter Paula Flynn 《International Journal of Inclusive Education》2013,17(10):1119-1133
There has been a significant policy shift from parallel systems of special and mainstream education in the Republic of Ireland towards provision underpinned by enabling legislation with a presumption for inclusion. The role of teachers in establishing inclusive learning environments is critical and it is generally accepted that inclusive practice relies to a large extent on teacher knowledge, skills, understanding, capacity and attitudes. This exploratory study aimed to gather information on teachers' attitudes about inclusion, and perceived constraints in creating inclusive learning environments. A range of schools from urban, semi-urban, provincial and rural backgrounds were included and data were collected using semi-structured interviews (n?=?24) including all principals, class teachers and support staff in the participating schools. Teachers recognised the challenge of responding appropriately to diversity within schools and are generally supportive of the principle of inclusion. However, there are clear concerns around their individual capacity and the capacity of their schools to develop inclusive learning environments. A positive school ethos was a significant factor in ensuring inclusive practice. International research indicates that the complex mix of positive teacher beliefs combined with fears and perceived inadequacies is quite common in the evolution of practice towards inclusive learning environments. 相似文献
127.
An Attempt at Self‐evaluation Research in a Faculty of Education 总被引:1,自引:0,他引:1
Richard Winter 《课程研究杂志》2013,45(3):266-269
128.
Buddhism and action research: towards an appropriate model of inquiry for the caring professions 总被引:1,自引:1,他引:0
Richard Winter 《Educational Action Research》2013,21(1):141-160
This article traces parallels between the basic principles of action research and some key Buddhist doctrines. The argument is that action research's methodological focus on values, collaboration, dialectics, change and creativity is reinforced and clarified by the Buddhist emphasis on practices such as meditation and on the doctrines of ‘metta’, ‘harmonious speech’, ‘kamma’ and the impermanence of all phenomena, including the self. Finally, the issue of validity in social inquiry is addressed: Buddhist ‘enlightenment’ is grounded in a rationally argued model of human capacity for self-transcendence, whereas action research's model of ‘emancipation’ is necessarily a ‘contested’ concept and thus dependent on political optimism. 相似文献
129.
Paul A. Winter Michael R. Harris Craig H. Ziegler 《Community College Journal of Research & Practice》2013,37(4):271-282
Reverse transfer students (i.e., students transferring from a baccalaureate institution to a community college) are either completers (i.e., earned a bachelor's degree) or noncompleters (i.e., did not earn a bachelor's degree). The investigation reported in this article included a procedure to construct-validate an instrument that captures data about why reverse transfer occurs and a discriminant-analysis profile that highlights differences among completers and noncompleters. The findings have implications for student recruitment, student services, and future research. 相似文献
130.
John Ellsworth Winter 《College Teaching》2013,61(3):101-103
ABSTRACTThe role of emotions in learning and teaching has largely been neglected in educational literature, particularly in higher education. Yet there are signs of increased interest in emotions in recent literature. This paper argues that emotions are a vital aspect of relationships. How we feel with and about others is central to the quality of those relationships. Thus, emotions matter in college teaching and learning as an aspect of enriching social and relational experiences that support student development. This paper discusses four key relationships in higher education: students with subject matter; students with teachers; students with other students; and students with their developing selves. For each key relationship, key literature is referenced, and suggestions for enhancing practice are offered. 相似文献