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Karen Swan Daniel Matthews Leonard Bogle Emily Boles Scott Day 《The Internet and Higher Education》2012,15(2):81-88
This paper reports on preliminary findings from ongoing design-based research being conducted in the fully online Master of Arts in Teacher Leadership (MTL) program at a small, Midwest public university. Researchers are using the Quality Matters (QM) and Community of Inquiry (CoI) frameworks to guide the iterative redesign of core courses in the program. Preliminary results from the redesign of one course suggest that such approach can improve student learning outcomes. Results also support the efficacy of the QM and CoI theoretical frames, and the usefulness of design-based approaches in online learning. 相似文献
205.
Humans discount larger amounts of a delayed reinforcer less steeply than smaller amounts, but studies with pigeons and rats
have yet to reveal such a magnitude effect, suggesting that the effect may be unique to humans. The present study examined
whether the magnitude effect is observed in a species phylogenetically closer to humans, by comparing the rates at which rhesus
monkeys discounted 10% and 20% concentrations of sucrose. There were no systematic differences in the rates at which the monkeys
discounted the two sucrose concentrations, despite the fact that they strongly preferred the 20% concentration. Interestingly,
the monkeys discounted delayed sucrose at a rate higher than was observed with delayed cocaine, and lower than was observed
with delayed saccharin in previous studies (Freeman et al. Behavioural Processes, 82, 214-218, 2009; Woolverton et al. Experimental and Clinical Psychopharmacology, 15, 238-244, 2007). Taken together, these findings suggest that although both quantitative and qualitative differences can affect monkeys’
preferences between immediate reinforcers, qualitative differences between types of reinforcers (e.g., sucrose vs. cocaine)
can affect monkeys’ discounting rates in a way that quantitative differences within a reinforcer (e.g., 10% vs. 20% sucrose)
do not. 相似文献
206.
James A. Shymansky Tzu-Ling Wang Leonard A. Annetta Larry D. Yore Susan A. Everett 《International Journal of Science and Mathematics Education》2012,10(1):1-19
This paper is a report of a study that examines the relationship between teacher participation in a multi-year, K–6 professional
development effort and the “high stakes” science test scores of different student groups in 33 rural mid-west school districts
in the USA. The professional development program involved 1,269 elementary school teachers and utilized regional summer workshops
and distance delivery technologies to help the teachers learn science concepts, inquiry teaching strategies, and how to adapt science inquiry lessons to teach and reinforce skills in the language arts. Regression analyses revealed a significant positive
relationship between the professional development hours experienced by teachers and student gains on high stakes test scores.
But the analyses also suggest that primary grade teachers need less professional development than upper grade teachers on
instructional strategies where the focus is on the integration of language arts and science inquiry. The implications for
funding and implementing professional development projects are discussed. 相似文献
207.
Peter Theobald Liam Whitelegg Leonard D. M. Nokes 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(1):29-37
The risk of soccer players sustaining mild traumatic brain injury (MTBI) following head impact with a playing surface is unclear. This study investigates MTBI by performing headform impact tests from varying heights onto a range of third-generation artificial turf surfaces. Each turf was prepared as per manufacturers specifications within a laboratory, before being tested immediately following installation and then again after a bedding-in period. Each turf was tested dry and when wetted to saturation. Data from the laboratory tests were compared to an in situ third-generation surface and a professional grass surface. The surface performance threshold was set at a head impact criterion (HIC) = 400, which equates to a 10% risk of the head impact causing MTBI. All six third-generation surfaces had a >10% risk of MTBI from a fall >0.77 m; the inferior surfaces required a fall from just 0.46 m to have a 10% MTBI risk. Wetting the artificial turf did not produce a statistically significant improvement (P > 0.01). The in situ third-generation playing surface produced HIC values within the range of bedded-in experimental values. However, the natural turf pitch was the superior performer – necessitating fall heights exceeding those achievable during games to achieve HIC = 400. 相似文献
208.
Heather R. Bowles James R. Morrow Jr. Bruce L. Leonard Margaret Hawkins Paul M. Couzelis 《Research quarterly for exercise and sport》2013,84(4):464-470
Recent experiments on the ski simulator produced ambiguous results and raised unanswered questions concerning the true nature of “novice” behavior and the occurrence of behavioral changes during learning. The aim of the present experiment was to analyze the evolving behavior of three beginners during six practice sessions on a ski simulator. The position of the apparatus platform was recorded as time series and used for constructing dynamical models, including stiffness and damping functions. The results showed that novices tended to exploit a Rayleigh damping behavior during the first trials and then transition toward a van der Pol damping. These results replicate previous observations by Nourrit, Delignières, Caillou, Deschamps, and Lauriot (2003) and suggest the transition to the expert behavior could arise early in practice, when the task is of moderate difficulty. The discussion focuses on the properties of the observed learning dynamics and proposes a global conceptualization for acquiring complex motor skills. 相似文献
209.
Steven T. Kalinowski Mary J. Leonard Tessa M. Andrews Andrea R. Litt 《CBE life sciences education》2013,12(3):483-493
Students in introductory biology courses frequently have misconceptions regarding natural selection. In this paper, we describe six activities that biology instructors can use to teach undergraduate students in introductory biology courses how natural selection causes evolution. These activities begin with a lesson introducing students to natural selection and also include discussions on sexual selection, molecular evolution, evolution of complex traits, and the evolution of behavior. The set of six topics gives students the opportunity to see how natural selection operates in a variety of contexts. Pre- and postinstruction testing showed students’ understanding of natural selection increased substantially after completing this series of learning activities. Testing throughout this unit showed steadily increasing student understanding, and surveys indicated students enjoyed the activities. 相似文献
210.
Leslie J. Wardley Charles H. Bélanger Valorie M. Leonard 《Journal of Marketing for HIGHER EDUCATION》2013,23(1):90-112
Currently, 18–21-year-olds account for 60% of university students; mature students represent 40%. Attrition (dropping out) can be related to discordance between a student's perception of the university created through branding and marketing of the institution and the university's actual environment and offerings delivery. This study adds to this research by indicating: (1) retention factors do vary for first-year students, depending on age and (2) academic environment is key to institutional commitment among non-traditional (22–55+ years of age) students whereas university and organizational support features contribute more to traditional (17–21 years of age) students' campus integration. 相似文献