全文获取类型
| 收费全文 | 184篇 |
| 免费 | 3篇 |
专业分类
| 教育 | 159篇 |
| 科学研究 | 6篇 |
| 体育 | 8篇 |
| 信息传播 | 14篇 |
出版年
| 2023年 | 1篇 |
| 2020年 | 3篇 |
| 2019年 | 2篇 |
| 2018年 | 4篇 |
| 2017年 | 8篇 |
| 2016年 | 2篇 |
| 2015年 | 1篇 |
| 2014年 | 2篇 |
| 2013年 | 55篇 |
| 2012年 | 4篇 |
| 2011年 | 2篇 |
| 2010年 | 3篇 |
| 2009年 | 2篇 |
| 2008年 | 4篇 |
| 2006年 | 6篇 |
| 2005年 | 2篇 |
| 2004年 | 2篇 |
| 2003年 | 5篇 |
| 2002年 | 5篇 |
| 2001年 | 2篇 |
| 2000年 | 3篇 |
| 1999年 | 6篇 |
| 1998年 | 5篇 |
| 1997年 | 4篇 |
| 1996年 | 5篇 |
| 1995年 | 4篇 |
| 1994年 | 2篇 |
| 1993年 | 2篇 |
| 1992年 | 4篇 |
| 1991年 | 5篇 |
| 1990年 | 4篇 |
| 1989年 | 1篇 |
| 1987年 | 1篇 |
| 1986年 | 3篇 |
| 1983年 | 1篇 |
| 1982年 | 2篇 |
| 1980年 | 1篇 |
| 1979年 | 4篇 |
| 1978年 | 2篇 |
| 1977年 | 2篇 |
| 1976年 | 1篇 |
| 1974年 | 1篇 |
| 1973年 | 2篇 |
| 1971年 | 2篇 |
| 1970年 | 1篇 |
| 1967年 | 1篇 |
| 1924年 | 1篇 |
| 1915年 | 2篇 |
排序方式： 共有187条查询结果，搜索用时 15 毫秒
31.
32.
Two assumptions are used in this investigation: (1) It is assumed that visual-discrimination ability is more closely related to reading achievement than is visual-motor ability. (2) It is assumed that visual-motor-memory ability is more closely related to reading achievement than is visual-motor-copying ability. One hundred and sixty-five students in the upper elementary grades were given a battery of form perception and reading achievement tests. Pearson’s product-moment correlation and Hotelling’s t test were used in the analysis of the data. The results strongly inferred that visual-form-discrimination ability is more closely related to reading achievement than is either visual-motor-copying ability or visual-motor-memory ability. No basis has been found for inferring that visual-motor-memory ability is more closely related to reading achievement of students than is visual-motor-copying ability. 相似文献
33.
34.
35.
Richard D.E. Burton 《国际体育史杂志》2013,30(2):179-197
36.
Neil Burton 《Higher Education Quarterly》2000,54(3):259-273
Initial Teacher Education (ITE) courses operated by Higher Education Institutions (HEIs) have, for several years, been facing a decreasing unit of resource. Over the same period these HEIs have also been required to introduce a 'prescribed curriculum' for Initial Teacher Education and transfer a proportion of their funding to placement schools. In this context, a survey of all primary undergraduate providers in England was undertaken to determine the extent to which these changing financial conditions were formally incorporated within course design. An analysis of the responses indicates that only a minority of institutions formally cost their courses, and the factors that are included in the costing process vary significantly between institutions. The availability of the data, within institutions, leads to questions concerning the extent to which these data inform course design decisions, and the extent to which HEIs can effectively argue with resource decisions made by the funding body. 相似文献
37.
38.
39.
To attempt to understand Access to Higher Education provision as an educational social movement is to become caught up in a dialectial dilemma. Is Access allied to the older radical traditions of adult education through a collective emancipatory role or is its role to serve the educational needs of the individual student and/or the economic needs of society? Research carried out at the University of Exeter has shown that while there is a strong rhetoric within the Access movement that supports the more emancipatory approach, practitioners contradict this when questioned about the prime purpose of Access. Gramsci's theory of cultural hegemony can be used to address this contradiction by examining how sub‐cultures, such as the group of Access practitioners, create a mosaic of meaning or a reality map which is drawn from the conflicting ideologies which surround them. 相似文献
40.
Online focus groups may provide a new tool for research conducted in sport science settings (e.g., psychology, sociology, management, physical education, and recreation). Benefits of online focus groups include the ability for people in multiple locations to respond synchronously via chat rooms or asynchronously via discussion software. Additional benefits include increased equality of participation, greater participant diversity, the matching of research design with research environment, researcher interaction, and the elimination of transcribing. Disadvantages include under representation of non-Internet users, lack of face-to-face contact, potential participant no-show rate, and the difficulty of securing data on the Internet. Sport science scholars are encouraged to examine this emerging method as related to their specific research aims and consider application of online focus groups to further their research. 相似文献