全文获取类型
| 收费全文 | 79篇 |
| 免费 | 0篇 |
专业分类
| 教育 | 52篇 |
| 科学研究 | 3篇 |
| 体育 | 12篇 |
| 信息传播 | 12篇 |
出版年
| 2022年 | 1篇 |
| 2021年 | 2篇 |
| 2020年 | 4篇 |
| 2019年 | 2篇 |
| 2018年 | 8篇 |
| 2017年 | 6篇 |
| 2016年 | 1篇 |
| 2015年 | 2篇 |
| 2014年 | 2篇 |
| 2013年 | 15篇 |
| 2011年 | 2篇 |
| 2010年 | 2篇 |
| 2009年 | 4篇 |
| 2008年 | 3篇 |
| 2007年 | 2篇 |
| 2005年 | 1篇 |
| 2003年 | 2篇 |
| 2001年 | 1篇 |
| 1998年 | 1篇 |
| 1996年 | 1篇 |
| 1994年 | 1篇 |
| 1992年 | 2篇 |
| 1989年 | 1篇 |
| 1983年 | 1篇 |
| 1980年 | 1篇 |
| 1978年 | 2篇 |
| 1977年 | 1篇 |
| 1971年 | 2篇 |
| 1966年 | 1篇 |
| 1954年 | 1篇 |
| 1942年 | 1篇 |
| 1925年 | 1篇 |
| 1906年 | 1篇 |
| 1905年 | 1篇 |
排序方式： 共有79条查询结果，搜索用时 187 毫秒
11.
This paper adopts a social constructionist position on assessment, specifically that it can never be free of the social conditions in which it is practiced. As such, we explore two aspects of classroom interactions which contribute to and shape the learning environments in which assessment takes place. By drawing on interviews carried out with 51 teachers and 307 Year 3 (7–8‐year‐old) pupils the paper demonstrates where and how beliefs and attitudes about gender influence what they perceived as ‘good’ or ‘appropriate’ working relationships. It also considers the ways in which teachers utilize perceptions of gender to plan the curriculum and manage their classrooms. Whilst the pupils believed their teachers treated them in a fair and just manner, three quarters of the teachers interviewed believed they did or should respond differently to pupils according to gender. We argue that the emphasis given to boys’ underachievement has contributed to this scenario. 相似文献
12.
13.
Gregory Roe Joshua Darrall-Jones Kevin Till Padraic Phibbs Dale Read Jonathon Weakley 《European Journal of Sport Science》2017,17(6):647-655
Repeated physical contact in rugby union is thought to contribute to post-match fatigue; however, no evidence exists on the effect of contact activity during field-based training on fatigue responses. Therefore, the purpose of this study was to examine the effect of contact during training on fatigue markers in rugby union players. Twenty academy rugby union players participated in the cross-over study. The magnitude of change in upper- and lower-body neuromuscular function (NMF), whole blood creatine kinase concentration [CK] and perception of well-being was assessed pre-training (baseline), immediately and 24?h post-training following contact and non-contact, field-based training. Training load was measured using mean heart rate, session rating of perceived exertion (sRPE) and microtechnology (Catapult Optimeye S5). The inclusion of contact during field-based training almost certainly increased mean heart rate (9.7; ±3.9%) and sRPE (42; ±29.2%) and resulted in likely and very likely greater decreases in upper-body NMF (?7.3; ±4.7% versus 2.7; ±5.9%) and perception of well-being (?8.0; ±4.8% versus ?3.4; ±2.2%) 24?h post-training, respectively, and almost certainly greater elevations in [CK] (88.2; ±40.7% versus 3.7; ±8%). The exclusion of contact from field-based training almost certainly increased running intensity (19.8; ±5%) and distance (27.5; ±5.3%), resulting in possibly greater decreases in lower-body NMF (?5.6; ±5.2% versus 2.3; ±2.4%). Practitioners should be aware of the different demands and fatigue responses of contact and non-contact, field-based training and can use this information to appropriately schedule such training in the weekly microcycle. 相似文献
14.
15.
16.
17.
18.
Becky Francis Barbara Read Lindsay Melling Jocelyn Robson 《British Journal of Sociology of Education》2003,24(3):357-373
It has been argued that male and female undergraduates adopt different, gendered writing styles. This paper discusses findings from a project that examined this issue, and explores lecturers' perceptions of gender and undergraduate writing. It shows that, in the case of 'second-class' awarded essays, a majority of academics were unable to correctly identify the authors gender. Applying analysis of discourse to the explanations of academics concerning their attempts at gender identification, we found that narratives used by academics tended to support discourses of gender difference, particularly in terms of ability. These various narratives, and the resulting constructions of male and female students, are discussed. It is argued that the narratives position male and female students in stereotypical ways, with implications for their power positions. We conclude that while it is important that gendered trends around undergraduate writing are recognised and addressed, the stereotyping of students according to gender must be avoided. 相似文献
19.
In the USA, universities have recently developed policies and programmes on sexual consent education. But waiting until students enroll in higher education may be too late to begin this work. To examine the extent that K–12 health education standards promote sexual consent education, we conducted a pilot study and found that only two of eighteen states explicitly mentioned sexual consent in their health education standards. Using a small sample (n = 4 states), we then identified four themes as making implicit reference to sexual consent: communication skills, decision making, personal space and interpersonal relationships. Finally, in a robust sample (n = 18 states), we conducted a content analysis of published standards regarding these themes related to sexual consent. Our analysis suggests that sexual consent is likely not discussed in sex education at K–12 schools. We recommend the more explicit inclusion of sexual consent in health education curricula via the identified themes that already exist in most or all standards, emphasising the importance of teaching young people about the nuances of sexual consent and its communication before they become sexually active. 相似文献
20.
Journal of Science Education and Technology - This study aimed to compare the online and face-to-face teaching of a required algebra-based physics course for non-physics majors in large-enrollment... 相似文献