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91.
Abstract Four measures of elapsed time were secured on a sample of 76 male physical education majors during a 50-yd. sprint. The subjects were timed during two sprints and measurements were secured at 20, 30, 40, and 50 yd. Ten different measurement schedules were developed from the four measurements. Data revealed that the greatest source of measurement error existed in the first 20 yd. of the sprint. The intraclass reliability estimates of the 10 measurement schedules ranged from .79 to .98. 相似文献
92.
Ted A. Baumgartner 《Research quarterly for exercise and sport》2013,84(4):847-856
Abstract Data from four physical performance tests were collected from approximately 260 subjects and were used to determine (a) whether the split-half method is a valid procedure for estimating the reliability of multiple trial physical performance tests, and (b) whether the Spearman-Brown prophecy formula will be an accurate predictor of the reliability of a physical performance test when its length is increased. A significant day-to-day variation in test scores was found at the .05 level. The assumptions underlying the use of the Spearman-Brown prophecy formula were significantly violated at the .05 level. Seventy-nine percent of the reliability coefficients computed by the split-half method were higher than the test-retest reliability coefficients. Seventy-two percent of the reliability coefficients predicted by the Spearman-Brown prophecy formula were higher than the obtained test-retest reliability coefficients. 相似文献
93.
Ted Wadsworth 《School Leadership & Management》2013,33(3):315-330
Ted Wadsworth is a professional counsellor, educator and trainer. He has taught and counselled in schools for many years before taking up his present position in 1976, and has had a long‐standing interest in the personal and social development of adolescents, a sympathy for their teachers and headteachers and a concern for the organizational health of secondary schools. He has concerns also for equity in education and a desire to see much greater participation by minority groups in a more empowering form of education. As a counsellor educator he has had many contacts with schools and headteachers and has worked to integrate counselling and pastoral care within schools as organizations. This paper describes the first stage of an investigation into the professional development needs of secondary school heads. The time period is November 1986 to November 1987. The aims of the research are to ascertain what professional development needs the heads have and what strategies might be used to meet them. The style of the investigation is ethnographic and action research. The researcher convened and ran seminars/workshops for the heads, their deputies and sometimes other school leaders twice a term for the year, acted as a consultant to two heads and conducted a school development exercise (in the school of one of the heads to whom he was a consultant). Also 12 heads were interviewed in depth about their professional development needs. Finally, a questionnaire was developed from the total findings and sent to all 60 heads in the Waikato, Bay of Plenty and Central Plateau areas. A two‐year programme for school leaders was developed and has already commenced. 相似文献
94.
Conclusion Only eight of the 70 schools included in the study incorporated more that 50 percent of the recommended features (i.e., 10
out of 19) in their site. At this time, it is not evident why this occurred. It may be that webmasters are unaware of the
features that are deemed most desirable. Or the decision for including specific web features may rely upon willingness on
the part of the developer and/or the technology committee to set aside time and energy for keeping the website current. Simultaneously,
composition of the school website is reliant upon the school having personnel with the technical expertise needed to make
Web changes. This presence may not always be available, and if an outside source is needed for updates and changes, complexity
could become a significant burden. Further research could reveal the reasons for inclusion or exclusion of valuable features.
These data indicate a need for schools to examine websites in light of commonly agreed-to desirable features. Most schools
do not currently supply a majority of the desirable features that are noted in the literature. Further, the results of the
current study suggest that it is important for schools to be aware of the specific needs of specific audiences. Parents and
students appear to disagree somewhat about the specific types of data that are useful in a website. It also appears that schools
will need to determine and resolve organizational or other issues that apparently preclude the presentation of some timely
information on their websites. 相似文献
95.
96.
This exploratory study applied Risley & Hart's correspondence training paradigm to reducing the troublesome behaviour of three 12 to 14 year‐old boys in an inner city high school in the West Midlands. Correspondence training involves negotiating individual reductions in levels of two classes of troublesome behaviour, talking out of turn (TOOT) and hindering other children (HOC). The boys were also assisted to collect data on their own behaviour in specific lessons. The school's existing system of rewards was utilised to reinforce the boys for reducing their levels of troublesome behaviour to match each target level negotiated. Results indicate that all three boys successfully reduced their levels of troublesome behaviour and that all three completed an increased amount of homework when correspondence training was introduced. Anecdotal evidence from teachers corroborated the behaviour changes apparent in the boys’ self‐report data. Correspondence training is seen as a viable and worthwhile procedure for improving social behaviour in secondary pupils. 相似文献
97.
Ted Hughes 《新高考》2014,(2):1-1
I sit in the top of the wood, my eyes closed Inaction, no falsifying dream Between my hooked head and hooked feet: Or in sleep rehearse perfect kills and eat. 相似文献
98.
Hans Queisser James Chposky Ted Leonsis Douglas K. Smith Robert C. Alexander Robert Slater 《Communication Booknotes Quarterly》2013,44(5):68-69
THE CONQUEST OF THE MICROCHIP by Hans Queisser (Cambridge:Harvard University Press, 1988—$24.95, ISBN 0-674-16296-X) BLUE MAGIC: THE PEOPLE, POWER AND POLITICS BEHIND THE IBM PERSONAL COMPUTER by James Chposky (CORRECT) and Ted Leonsis (New York: Facts on File, 1988—$19.95, ISBN 0-8160-1391-8) FUMBLING THE FUTURE: HOW XEROX INVENTED, THEN IGNORED, THE FIRST PERSONAL COMPUTER by Douglas K. Smith and Robert C. Alexander (New York: Wm. Morrow, 1988—$18.95, ISBN 0-688-06959-2) PORTRAITS IN SILICON by Robert Slater (Cambridge: MIT Press, 1987—$24.95, ISBN 0-262-19262-4) 相似文献
99.
Janice Wearmouth Rawiri Mckinney Ted Glynn 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):37-49
Background Many responses to students whose behaviour is considered unacceptable at school fail because they treat young people as isolated individuals and do not operate in the context of the community of people who know and care about them. In some parts of the world there is a move towards exploring how to support such students by moving away from retributive justice and the primacy of assigning blame and punishment to an alternative means of preventing, managing and controlling behaviour by establishing partnerships with students' home communities. One such approach is restorative justice. Purpose To examine how the process of restorative justice can make a positive response to unacceptable behaviour. Design and methods This paper draws together some of the literature associated with this approach, with a case example of restorative justice in action. It illustrates how community norms and values can help to encourage more socially appropriate behaviour. This example comes from a New Zealand Māori context and an intervention undertaken with ‘Wiremu’, a young man whose behaviour was of concern at home, in school and in the local neighbourhood. Results The intervention operated through traditional Māori protocols to shift the focus away from those affected by Wiremu's actions, and from Wiremu himself, on to the whole community in order to focus on ‘putting things right’ between all those involved in the wrongdoing. It shows how traditional community conflict resolution processes were able to address and resolve tension, make justice visible and more productive, and support the restoration of harmony between Wiremu, those upset by his wrong-doing and the collective. Conclusions Introducing restorative practices in schools is not straightforward. It requires considerable forethought and prior planning, negotiation and deliberation. Restorative justice requires that schools do not own or completely control the process, but have to learn to be responsive to families and local voluntary community groups who are, potentially, important sources of additional support for schools in addressing student behaviour that is seen as problematic. 相似文献
100.
Ted Goodhew 《Pastoral Care in Education》2013,31(3):172-178