全文获取类型
收费全文 | 546篇 |
免费 | 5篇 |
国内免费 | 1篇 |
专业分类
教育 | 378篇 |
科学研究 | 23篇 |
各国文化 | 11篇 |
体育 | 94篇 |
综合类 | 2篇 |
文化理论 | 7篇 |
信息传播 | 37篇 |
出版年
2023年 | 2篇 |
2022年 | 7篇 |
2021年 | 4篇 |
2020年 | 13篇 |
2019年 | 16篇 |
2018年 | 22篇 |
2017年 | 21篇 |
2016年 | 30篇 |
2015年 | 10篇 |
2014年 | 18篇 |
2013年 | 131篇 |
2012年 | 18篇 |
2011年 | 22篇 |
2010年 | 11篇 |
2009年 | 11篇 |
2008年 | 19篇 |
2007年 | 20篇 |
2006年 | 12篇 |
2005年 | 8篇 |
2004年 | 7篇 |
2003年 | 11篇 |
2002年 | 10篇 |
2001年 | 6篇 |
2000年 | 10篇 |
1998年 | 4篇 |
1997年 | 5篇 |
1996年 | 3篇 |
1995年 | 3篇 |
1994年 | 3篇 |
1993年 | 2篇 |
1992年 | 3篇 |
1991年 | 6篇 |
1990年 | 5篇 |
1989年 | 5篇 |
1988年 | 6篇 |
1987年 | 4篇 |
1986年 | 2篇 |
1985年 | 3篇 |
1984年 | 4篇 |
1982年 | 9篇 |
1981年 | 4篇 |
1980年 | 4篇 |
1979年 | 4篇 |
1978年 | 4篇 |
1977年 | 4篇 |
1975年 | 3篇 |
1974年 | 2篇 |
1973年 | 2篇 |
1969年 | 2篇 |
1968年 | 4篇 |
排序方式: 共有552条查询结果,搜索用时 125 毫秒
1.
Jenny Morris, freelance researcher, David Abbott, research associate at the Norah Fry Research Centre at the University of Bristol, and Linda Ward, Director of the Norah Fry Research Centre at the University of Bristol, carried out research to look at whether the current system of legislation and regulation is adequately protecting and promoting the interests of disabled children placed at residential schools. This article summarises some findings from the research which investigated the decision-making processes leading to residential special school placements and explored the involvement of education and social services authorities after placements have been made. The research found that the needs of individual children are not central to these decision-making processes; and that the local authorities who make such placements do not pay sufficient attention to protecting and promoting children's educational or care needs once they have gone away to school. Jenny Morris, David Abbott and Linda Ward indicate some of the ways in which current practice could be improved; make recommendations for future developments; and call for further research into the role of special residential schools in the context of policy on educational and social inclusion. 相似文献
2.
Ward RV 《Osler Library newsletter》1977,(24):1-3
A paper read at the first regular meeting of the Osler Society of McGill University, October 19, 1921. 相似文献
3.
4.
5.
Jennifer Ward Stephanie Branson Megan D. Cross Ilene R. Berson 《Journal of Research on Technology in Education》2016,48(3):227-238
This study explored how developmentally appropriate practices influenced the affordances of a multitouch surface in an early childhood classroom. Children, ages 4 to 5 years old, were videotaped while engaged in a storymaking application on a multitouch table. As a result of the study, we found that some challenges with the functionality undermined children's autonomous control. The researchers observed numerous instances of issues with control of the medium, including height of the table, sensitivity to multiple types of touch, and limited instructions and prompts. Implications for future research and practice are discussed. 相似文献
6.
7.
Lee Ingle Ashlie Stephenson Gavin R. Sandercock 《European Journal of Sport Science》2016,16(8):1187-1196
The aim of the study was to compare and contrast habitual physical activity (PA) profiles and muscular fitness in schoolchildren from northern and southern regions of England. Data were collected from two secondary schools in the north east (NE) of England. The study procedures followed methods employed by the East of England Healthy Hearts Study in 10–16-year-old boys and girls based in the south east (SE) region of England and data were compared. Habitual physical activity (PAQ-A), vertical jump test, and hand-grip (HG) strength were assessed. We converted raw scores from all assessments to age- and sex-normalised z-scores. We recruited 597 children (58% boys) in the NE and compared findings to 597 age- and sex-matched boys and girls from the SE. Boys in the SE had significantly stronger HG scores, jumped higher, were more powerful (mean peak power: 2131?W vs. 1782?W; P?0.0001), and reported being more physically active (mean PAQ-A: 2.9 vs. 2.5; P?0.0001) than their male counterparts in the NE. In girls, the opposite trend was evident. Girls from the NE of England had a higher HG score, jumped higher, and were more powerful (mean peak power: 2114?W vs. 1839?W; P?.0001) than their peers from the SE. Regional variations in the habitual PA profiles and muscular fitness of schoolchildren from the SE and NE of England do exist. The systematic surveillance of children’s PA and fitness profiles throughout England would help identify regional inequalities on a larger scale. 相似文献
8.
Panadero Ernesto Brown Gavin T. L. Strijbos Jan-Willem 《Educational Psychology Review》2016,28(4):803-830
Educational Psychology Review - This paper reviews current known issues in student self-assessment (SSA) and identifies five topics that need further research: (1) SSA typologies, (2) accuracy, (3)... 相似文献
9.
John Twining Claire Botcherby Christine Ward 《British journal of educational technology : journal of the Council for Educational Technology》1989,20(2):129-134
The Resourced Open Learning Facility (ROLF) has been developed by the UK Skills Training Agency (STA) as a means of delivering off-the-job skill training in the national network of 60 skillcentres. STA introduced ROLF as a pilot scheme in six skillcentres at a time when the government was introducing a new programme for the long-term unemployed (Employment Training). The authors evaluated the pilot scheme and concluded that ROLF was working well for low achieving adults. ROLF is also important because it is a systematic approach to open learning delivery in a chain of centres under the same management. Most educational technology literature about open learning features materials, rather than delivery. 相似文献
10.
Research indicates that affective attitudes such as liking of a subject and confidence in one’s ability within a subject predict
academic performance. Generally, immigrant minority students have positive attitudes and often have low academic performance.
This study examines the self-efficacy and liking of subjects of New Zealand students and analyses the relationship of those
attitudes towards academic performance in mathematics, writing, and reading by self-reported ethnicity. Data were obtained
from the norming samples from the Assessment Tools for Teaching and Learning project in New Zealand. Of special interest are
the relationships between attitude and performance for Pasifika and Tongan students in New Zealand. Tongan and Pasifika students
had positive attitudes, but their mean scores were not significantly different to other ethnic groups except in writing for
Tongan students. Tongan and Pasifika students did have lower academic performance than majority and Asian immigrant students
in all three subjects. The correlation between liking and self-efficacy was fundamentally zero for Tongan and Pasifika students,
while it was weakly positive for majority and Asian immigrant students. Together these results question the power of self-efficacy
and liking attitudes to predict academic performance for immigrant students from agrarian or traditional societies. Further,
the data suggest that ‘school effects’ are most likely explanations for this relationship, rather than lack of attachment,
opposition, or deficiency theories. 相似文献