全文获取类型
收费全文 | 583篇 |
免费 | 11篇 |
专业分类
教育 | 492篇 |
科学研究 | 16篇 |
各国文化 | 9篇 |
体育 | 34篇 |
文化理论 | 6篇 |
信息传播 | 37篇 |
出版年
2022年 | 2篇 |
2021年 | 10篇 |
2020年 | 9篇 |
2019年 | 20篇 |
2018年 | 28篇 |
2017年 | 33篇 |
2016年 | 18篇 |
2015年 | 13篇 |
2014年 | 17篇 |
2013年 | 126篇 |
2012年 | 12篇 |
2011年 | 15篇 |
2010年 | 17篇 |
2009年 | 17篇 |
2008年 | 20篇 |
2007年 | 20篇 |
2006年 | 8篇 |
2005年 | 12篇 |
2004年 | 11篇 |
2003年 | 11篇 |
2002年 | 19篇 |
2001年 | 8篇 |
2000年 | 22篇 |
1999年 | 7篇 |
1998年 | 10篇 |
1997年 | 6篇 |
1996年 | 7篇 |
1995年 | 7篇 |
1994年 | 5篇 |
1993年 | 12篇 |
1992年 | 8篇 |
1991年 | 3篇 |
1990年 | 3篇 |
1989年 | 6篇 |
1988年 | 2篇 |
1987年 | 7篇 |
1985年 | 4篇 |
1983年 | 4篇 |
1982年 | 5篇 |
1981年 | 4篇 |
1979年 | 2篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1973年 | 2篇 |
1970年 | 3篇 |
1967年 | 2篇 |
1908年 | 1篇 |
1898年 | 1篇 |
1833年 | 1篇 |
1830年 | 1篇 |
排序方式: 共有594条查询结果,搜索用时 31 毫秒
571.
Sport scholars and public commentators have long held both positive and critical opinions about the influence of athletic involvement on participants and their perceptions of the social world. Yet for all of the strong claims and deeply held assumptions, relatively little empirical data or social scientific analysis have been available. This study begins to address this deficiency using new data from a nationally representative survey of American high school students. We compare sports participants and their peers in terms of concern for social problems, interracial contact and attitudes, views of gender roles and sex-based discrimination and political orientation. We find participants and non-participants differ very little in their social concern and views of gender roles and sex-based discrimination, while significant differences were found in levels of interracial contact, views on race relations and political orientation. In view of these findings, we make some general conclusions about the social influence of sport in the lives of American youth and how this topic may be further explored in subsequent work. 相似文献
572.
Vikki Krane Sally R. Ross Montana Miller Kristy Ganoe Cathryn Lucas-Carr Katie Sullivan Barak 《Research quarterly for exercise and sport》2013,84(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
573.
Hui-Ting Goh Shailesh S. Kantak Katherine J. Sullivan 《Research quarterly for exercise and sport》2013,84(2):346-352
Reduced feedback during practice has been shown to be detrimental to movement accuracy in children but not in young adults. We hypothesized that the reduced accuracy is attributable to reduced movement parameter learning, but not pattern learning, in children. A rapid arm movement task that required the acquisition of a motor pattern scaled to specific spatial and temporal parameters was used to investigate the effects of feedback (FB) frequency (100% vs. 62% faded) on motor learning differences between 19 school-age children and 19 young adults. Adults and children practiced the task for 200 trials under the 100% or faded FB condition on Day 1 and returned on Day 2 for a no-FB retention test. On the retention test, children who practiced with reduced feedback performed with greater temporal parameter errors, but not pattern error, than children who received frequent feedback. Motor skill learning in children is influenced by feedback frequency during practice that affects parameter learning but not pattern learning. 相似文献
574.
Zane Olina Howard J. Sullivan 《Educational technology research and development : ETR & D》2004,52(3):5-22
A total of 341 Latvian students and eight teachers participated in this study of student self-evaluation and teacher evaluation.
Students completed a 12-lesson teacher-directed instructional program on conducting and writing a report of their own experimental
research. Sixteen classes were randomly assigned to one of four treatment conditions: (1) no in-program evaluation, (2) self-evaluation
and revision at the research design and draft final report stages, (3) teacher evaluation and student revision at both stages,
(4) self-plus-teacher evaluation and student revision at both stages. Students in the teacher-evaluation and self-plus-teacher
evaluation conditions received significantly higher ratings from an independent rater on their final research reports. However,
students under the self-evaluation conditions had greater confidence in their ability to conduct future experiments.
This research is based on Dr. Olina's dissertation at Arizona State University, and was supported by grants from the Arizona
State University Graduate Research Support Program and the Assessment Training Institute Foundaton in Portland, Oregon. We
gratefully acknowledge their support. 相似文献
575.
Although many U.S. children can count sets by 4 years, it is not until 5½–6 years that they understand how counting relates to number—that is, that adding 1 to a set necessitates counting up one number. This study examined two knowledge sources that 3½- to 6-year-olds (N = 136) may leverage to acquire this “successor function”: (a) mastery of productive rules governing count list generation; and (b) training with “+1” math facts. Both productive counting and “+1” math facts were related to understanding that adding 1 to sets entails counting up one number in the count list; however, even children with robust successor knowledge struggled with its arithmetic expression, suggesting they do not generalize the successor function from “+1” math facts. 相似文献
576.
PROSPECTS - The Covid-19 pandemic has caused havoc in the world, radically changing our lives and raising new and old questions, both existential and educational. This pandemic has revealed the... 相似文献
577.
Gamze Ozogul Zane Olina Howard Sullivan 《Educational technology research and development : ETR & D》2008,56(2):181-201
The study investigated the effects of three types of evaluation on preservice teachers’ performance, knowledge and attitudes
related to writing lesson plans that incorporate technology. Subjects were randomly assigned to one of the three treatment
conditions: teacher-evaluation, self-evaluation or peer-evaluation. All groups completed three class periods of instruction
on writing lesson plans, then each subject submitted his/her draft lesson plan. The drafts were evaluated by assigned evaluators
(teacher, self or peer), who provided scores and written feedback on a 15-item rubric. Students then revised their lesson
plans into final form. All three treatment groups improved their lesson plans significantly from draft version to final version,
with the teacher-evaluation group showing significantly greater improvement and writing significantly better final lesson
plans than each of the other two groups. Teacher-evaluation and self-evaluation groups had significantly higher scores on
a knowledge-based posttest than the peer-evaluation group. Several suggestions are discussed for making further improvements
in the self-evaluation and peer-evaluation processes. 相似文献
578.
Antenatal education is a crucial component of antenatal care, yet practice and research demonstrate that women and men now seek far more than the traditional approach of a birth and parenting program attended in the final weeks of pregnancy. Indeed, women and men participating in this study recommended a range of strategies to be provided during the childbearing year, comparable to a “menu in a restaurant.” Their strategies included three program types: “Hearing Detail and Asking Questions,” “Learning and Discussing,” and “Sharing and Supporting Each Other.” The characteristics of each type of program are identified in this article. The actual learning methods the study participants recommended to be incorporated into the programs were “Time to Catch Up and Focus,” “Seeing and Hearing the Real Experience,” “Practicing,” and “Discovering.” 相似文献
579.
This paper examines problems in the interpretation of attitude data which may arise when the dimensionality of the instrument and sources of heterogeneity in the population are ignored. As a specific example, the paper describes the development and analysis of an instrument designed to measure primary school children's liking of science-related activities. Careful analysis of the patterns of response to the questionnaire created some disquiet about the conventional methods used to collapse data from attitude scales. The results demonstrate that conclusions drawn from attitude measurement can be misleading when proper attention is not given to the structure of the instrument nor to the structure of the population from which the measurements are made. 相似文献
580.
Heng-Yu Ku Howard J. Sullivan 《Educational technology research and development : ETR & D》2002,50(1):21-34
This study investigated the effects of personalized instruction on the achievement and attitudes of Taiwanese students on
two-step mathematics word problems. A total of 136 fourth-graders in a Taiwanese public school participated in the study.
Subjects initially completed a Student Survey on which they chose their favorite foods, sports, stores, classmates, and other
selections. The most popular items were then used to create personalized math word problems for the pretest, personalized
instructional program, and posttest. Subjects were blocked by ability based on their pretest scores and were randomly assigned
within ability levels to either a personalized or nonpersonalized version of the print-based instructional program. After
finishing the program, subjects completed a student attitude survey and the posttest. A repeated-measures univariate analysis
of variance revealed that subjects in the personalized treatment made significantly greater pretest-to-posttest gains than
those in the nonpersonalized treatment. Subjects also performed significantly better on the personalized pretest and posttest
problems than on the nonpersonalized problems. Personalized subjects and higher-ability students both had significantly more
positive attitudes toward the instructional program than did their nonpersonalized and lower-ability counterparts.
This research was conducted while he was a doctoral student at Arizona State University. 相似文献