全文获取类型
收费全文 | 371篇 |
免费 | 11篇 |
专业分类
教育 | 262篇 |
科学研究 | 17篇 |
各国文化 | 6篇 |
体育 | 40篇 |
文化理论 | 1篇 |
信息传播 | 56篇 |
出版年
2023年 | 11篇 |
2022年 | 1篇 |
2021年 | 13篇 |
2020年 | 13篇 |
2019年 | 20篇 |
2018年 | 29篇 |
2017年 | 30篇 |
2016年 | 25篇 |
2015年 | 17篇 |
2014年 | 14篇 |
2013年 | 90篇 |
2012年 | 11篇 |
2011年 | 12篇 |
2010年 | 9篇 |
2009年 | 5篇 |
2008年 | 9篇 |
2007年 | 10篇 |
2006年 | 6篇 |
2005年 | 4篇 |
2004年 | 5篇 |
2003年 | 6篇 |
2002年 | 7篇 |
2001年 | 1篇 |
2000年 | 2篇 |
1999年 | 1篇 |
1998年 | 2篇 |
1997年 | 1篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1994年 | 3篇 |
1992年 | 3篇 |
1991年 | 3篇 |
1990年 | 3篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1969年 | 1篇 |
1924年 | 1篇 |
1830年 | 1篇 |
排序方式: 共有382条查询结果,搜索用时 0 毫秒
111.
Krane V Ross SR Miller M Ganoe K Lucas-Carr C Barak KS 《Research quarterly for exercise and sport》2011,82(4):755-768
Building on previous research in which we provided an opportunity for female college athletes to construct their own photographic portrayals, this study explored young female athletes' perceptions of the college athlete photographs. Fifty-two girls participated in focus group interviews where they viewed and discussed the images. The young athletes particularly liked images they perceived to show authentic athletes (e.g, in athletic settings, with appropriate sport attire), images they could relate to due to personal experiences, and images that reflected competent and passionate sportswomen. Images perceived as revealing a lack of motivation, poor sporting attitudes, and nonathletic poses generally were disliked. Images depicting multiple social identities (e.g., an athlete in a dress) were controversial and generated much discussion. 相似文献
112.
113.
114.
115.
Priscilla Norton 《Technology, Pedagogy and Education》2013,22(2):163-174
ABSTRACT This article reports a graduate level program designed to facilitate inquiry into the integration of technology in schools (ITS). The ITS Process is described within the frame of insights related to teacher developmental readiness for change. The process of teacher education is viewed as change within the dialectic of ideas and actions built around the dynamics of reflection, experience, modeling, planning, and a return to reflection. Four domains of inquiry, the building of a community of thinkers, a broad base of collaboration, and transdisciplinary study are presented as the foundation of the ITS Process. A four semester process of study and the concomitant curriculum are outlined, and strategies for facilitating the process are explored. 相似文献
116.
Batsell WR Wakefield E Ulrey LA Reimink K Rowe SL Dexheimer S 《Learning & behavior》2012,40(2):180-194
The present series of five flavor aversion experiments with rat subjects examined compound conditioning at varying CS-US intervals. Using a taste-taste design, Experiments 1A and 1B demonstrated overshadowing at a 0-min CS-US interval and potentiation at a 120-min CS-US interval, and these effects occurred with both tastes of the compound. Experiment 2 showed that the aversion to a single element is reduced when the CS-US interval is increased to 120 min, but the aversion for a compound taste is not. Experiments 3A and 3B explored odor + taste compound conditioning; the results demonstrated odor potentiation across the trace interval and a transition from taste overshadowing to taste potentiation. Collectively, the data show that the change from overshadowing to potentiation was not due to changes in the aversions produced by compound conditioning but, instead, was due to a more rapid loss of conditionability across a trace interval prior to the US in single-element conditioning. These experiments suggest that following compound conditioning, the aversion to each element represents generalization decrement from the configured compound, but the designation of overshadowing or potentiation actually depends on the status of conditioning in the single-element control. 相似文献
117.
Susan M. Sheridan Emily D. Warnes Kathryn E. Woods Carrie A. Blevins Katie L. Magee Cynthia Ellis 《Journal of educational and psychological consultation》2013,23(2):106-129
Pediatric school psychology is a relatively new subspecialty in the field; however, few specific, prescribed roles have been articulated, and fewer have yielded preliminary efficacy data. In this exploratory study, the acceptability and potential efficacy of conjoint behavioral consultation (CBC) as a model for linking families, schools, and pediatric settings to address concerns for children with medical issues were evaluated. Twenty-nine children, their parents, teachers, and consultants were involved in conjoint consultation, a model of cross-system collaboration to address shared concerns of medically referred children. In this structured indirect service delivery model, parents, teachers, and school psychology pediatric consultants worked collaboratively in interdisciplinary problem solving and joint decision making with extensive input regarding medical issues from a developmental pediatrician. Outcome measures included parent and teacher observations of child functioning across home and school settings as a result of consultation-mediated interventions and social validity indices assessing acceptability and consumer satisfaction. Results suggested that CBC is a socially valid procedure for addressing concerns of medically referred children across home and school systems. Both parents and teachers reported the consultation process to be highly acceptable. Preliminary effect size analyses of child outcomes, derived from uncontrolled case study designs, suggest generally positive effects across home and school, although limitations with the methodology preclude conclusive statements. Research is needed to determine the contexts and conditions under which the model is more or less effective using rigorous controlled trials. 相似文献
118.
119.
120.
Since the introduction of the National Student Survey (NSS) in 2005, like many other institutions, the university where this study took place has expended substantial effort in improving the quality of feedback to students. However, despite much research, changes in pedagogical approaches and shifts in conceptual understanding related to feedback practice, assessment and feedback still receive the lowest satisfaction ratings in the NSS. Lecturers are discouraged when students fail to take note of their feedback, or sometimes do not collect assignments that have been marked. Understanding why feedback is not always acted upon remains an important area for researchers. This paper reports on an in-depth interview study with 14 final year undergraduates, reflecting on their perceptions of feedback written on marked assignments, by selecting examples of what they considered to be ‘good’ and ‘bad’ work. Findings suggested that emotional reactions play a significant part in determining how students will act on the feedback they receive, and the concept of ‘emotional backwash’ is introduced. 相似文献