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The gap between the educational achievements of the comparatively wealthy and those living in poverty is widening world‐wide, with the associated threat to social cohesion. Twenty‐five years of curriculum reform has largely failed in its objective of providing quality, basic education for all. Arguing that successful innovation requires the participation of willing teachers, and associating this idea with the claim that schools are important for social cohesion, this study surveyed 500 Jordanian elementary teachers about their involvement in a programme of curriculum change and their desire to participate. Twelve key informants were interviewed. The reform has raised the qualifications of teachers and increased male teacher numbers but has neither raised overall standards nor improved truancy rates. Tight central control has failed to engage teachers’ allegiance to the changes. Officials blamed failures on schools; head teachers blamed parents, and teachers criticized a policy that left them mediating a curriculum that lacked relevance and failed to engage pupils. 相似文献
283.
Ian C. Kenny Eric S. Wallace Steve R. Otto 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):322-332
The aim of this study was to determine how shaft length affects golf driving performance. A range of drivers with lengths between 1.168 m and 1.270 m, representing lengths close to the 1.219 m limit imposed by R&;A Rules Limited (2008), were assembled and evaluated. Clubhead and ball launch conditions and drive distance and accuracy were determined for seven category 1 golfers (handicaps 0.21 ± 2.41) who performed shots on a purpose-built practice hole. As shaft length increased from 1.168 m to 1.270 m, initial ball velocity increased (+1.8 m/s, P < 0.01). Ball carry (+4.3 m, P = 0.152) also increased, although not significantly so. Furthermore, as shaft length increased, for all club comparisons there was no decrease in accuracy. Ball launch conditions of spin components and launch angle remained unaffected by shaft length. Launch angle increased (0.8°, F = 1.074, P = 0.362) as driver shaft length increased. Our results show that clubhead and ball velocity together with ball carry tended to increase with no loss of accuracy. 相似文献
284.
This study investigated the effectiveness of a southern state??s department of education program to improve science achievement through embedded professional development of science teachers in the lowest performing schools. The Science Mentor Program provided content and inquiry-based coaching by teacher leaders to science teachers in their own classrooms. The study analyzed the mean scale scores for the science portion of the state??s high school graduation test for the years 2004 through 2007 to determine whether schools receiving the intervention scored significantly higher than comparison schools receiving no intervention. The results showed that all schools achieved significant improvement of scale scores between 2004 and 2007, but there were no significant performance differences between intervention and comparison schools, nor were there any significant differences between various subgroups in intervention and comparison schools. However, one subgroup, economically disadvantaged (ED) students, from high-level intervention schools closed the achievement gap with ED students from no-intervention schools across the period of the study. The study provides important information to guide future research on and design of large-scale professional development programs to foster inquiry-based science. 相似文献
285.
Culturally responsive science teaching is using knowledge about the culture and life experiences of students to structure
learning that is conducive to their needs. Understanding what teachers need to prepare them to be culturally responsive is
a matter of continuous debate. As the focus of multicultural education ventures farther away from its roots, advocating the
civil rights of historically oppressed groups, concerns about the gravity of racial inequity on schooling continues. How will
this shift in focus influence teachers’ capacity to accommodate students’ needs resulting from racial inequities in this society,
particularly African American students? What knowledge is essential to their effectiveness? This qualitative study examined
the instructional practices of two effective middle school science teachers deemed culturally responsive by their administrator
on the basis of classroom observations, students’ responses and standardized assessment results. Both teachers’ classrooms
consisted primarily of African American students. Grounded theory was used to analyze the teachers’ beliefs and practices
in order to identify existing commonalties. Critical race theory was used to identify whether there was any influence of the
students’ racial identities on the teachers’ beliefs and practices. The analysis reveals that the teachers’ beliefs and practices
were informed by their critical awareness of social constraints imposed upon their African American students’ identities.
These findings communicate the significance of sociocultural awareness to informing the teachers’ instruction, as well as
their strategies for managing the varying dynamics occurring in their classrooms. It can be deduced from the findings that
an understanding of racial inequities is crucial to the development of sociocultural awareness, and is the foundation for
the culturally responsive dispositions and practices of these middle school science teachers. 相似文献
286.
Anandaroop Dasgupta Sujit S. Sansgiry Jeff T. Sherer David Wallace Samir Sikri 《Health information and libraries journal》2010,27(1):37-45
Background and objectives: Pharmacists use PDAs for performing various activities related to their profession. The objective of this study was to examine pharmacists’ utilization pattern and interest in usage of personal digital assistants (PDAs) in various facets of health care. Methods: A cross‐sectional survey was conducted by distributing a pre‐validated 23‐item instrument to a convenience sample of pharmacists (n = 295) in the Houston area. Usage frequency (0 = never to 5 = frequently) and interest in future use (1 = extremely disinterested to 5 = extremely interested) of PDAs for various activities were evaluated and compared across pharmacy practice settings. Results: Most pharmacists reported maximum use of PDAs, as personal organizers (3.7 ± 1.8), in obtaining drug information (2.9 ± 1.8) and as medical calculators (2.6 ± 1.9). Similar results were obtained while evaluating interest of pharmacists who did not have PDAs and have never used PDAs for these three activities. Hospital pharmacists owned and used PDAs significantly (P < 0.05) more often than community pharmacists. Conclusions: Pharmacists used PDAs for basic functions in their profession role. Application of PDA technology in community pharmacy settings may result in its better adoption in both the settings. 相似文献
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In this study, we use a cultural framework to examine two important science curriculum changes in a large Australian state
during the 1960s and 1970s. In particular, we describe the activities of two prominent science educators who presided over
these curriculum reforms against a backdrop of significant changes in the school system of the time. We represent the actions
of these persons as heroic Drawing on interview data from these and other members of the community, we describe how the Heroes
shaped, modified and united the culture through referents, rituals and artefacts. We speculate on the importance of heroic
activity in supporing curriculum change. 相似文献