全文获取类型
收费全文 | 486篇 |
免费 | 10篇 |
专业分类
教育 | 355篇 |
科学研究 | 21篇 |
各国文化 | 7篇 |
体育 | 21篇 |
文化理论 | 2篇 |
信息传播 | 90篇 |
出版年
2023年 | 2篇 |
2021年 | 2篇 |
2020年 | 10篇 |
2019年 | 18篇 |
2018年 | 21篇 |
2017年 | 27篇 |
2016年 | 21篇 |
2015年 | 9篇 |
2014年 | 8篇 |
2013年 | 107篇 |
2012年 | 11篇 |
2011年 | 15篇 |
2010年 | 8篇 |
2009年 | 11篇 |
2008年 | 9篇 |
2007年 | 6篇 |
2006年 | 5篇 |
2005年 | 6篇 |
2004年 | 9篇 |
2003年 | 7篇 |
2002年 | 12篇 |
2001年 | 8篇 |
2000年 | 8篇 |
1999年 | 5篇 |
1998年 | 3篇 |
1997年 | 4篇 |
1996年 | 11篇 |
1995年 | 14篇 |
1994年 | 15篇 |
1993年 | 15篇 |
1992年 | 10篇 |
1991年 | 9篇 |
1990年 | 2篇 |
1989年 | 4篇 |
1988年 | 3篇 |
1987年 | 5篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 6篇 |
1983年 | 4篇 |
1982年 | 2篇 |
1981年 | 4篇 |
1980年 | 3篇 |
1979年 | 7篇 |
1978年 | 2篇 |
1976年 | 2篇 |
1973年 | 2篇 |
1972年 | 3篇 |
1970年 | 3篇 |
1866年 | 2篇 |
排序方式: 共有496条查询结果,搜索用时 15 毫秒
1.
2.
3.
Ayodeji Dapherede Otusanya Gina Castle Bell 《Qualitative Research Reports in Communication》2018,19(1):44-50
Racial tensions continue in 21st-century United States through the communication of racial microaggressions. We are interested in the communication of racial microaggressions directed towards West African immigrants by people with whom they expected to be allied, African Americans. Sixteen people who identified as West African immigrants were interviewed about communication struggles with African Americans in this qualitative, interpretive analysis. Owen’s thematic analysis was employed to analyze interview data. Results suggest the communicative impact of racial microaggressions on recipients is far-reaching and consequential. Narratives illustrate microaggressive communication occurs daily through invalidating, dismissive lines of questioning as well as targeted name calling and pejorative dialogue. 相似文献
4.
Lilian Fleur Bell 《Education 3-13》2013,41(3):20-25
This article outlines BPRS funded investigations into my own school's and other establishments' practices and processes within data analysis, needs identification and tracking of children's academic progress. It describes the evaluation of my school's then current practices and policies and the use of questionnaires and semi-structured interviews with my own staff, and assessment coordinators and senior leaders within exemplar schools. As well as outlining the main findings of my research this article assesses the introduction of new models of assessment for my own staff and pupils. This article also highlights how my research developed and the way my research process changed as it continued. 相似文献
5.
Robbie S. Wilson Rob S. James Gwendolyn David Ecki Hermann Oliver J. Morgan Amanda C. Niehaus 《Journal of sports sciences》2016,34(21):2074-2086
The development of a comprehensive protocol for quantifying soccer-specific skill could markedly improve both talent identification and development. Surprisingly, most protocols for talent identification in soccer still focus on the more generic athletic attributes of team sports, such as speed, strength, agility and endurance, rather than on a player’s technical skills. We used a multivariate methodology borrowed from evolutionary analyses of adaptation to develop our quantitative assessment of individual soccer-specific skill. We tested the performance of 40 individual academy-level players in eight different soccer-specific tasks across an age range of 13–18 years old. We first quantified the repeatability of each skill performance then explored the effects of age on soccer-specific skill, correlations between each of the pairs of skill tasks independent of age, and finally developed an individual metric of overall skill performance that could be easily used by coaches. All of our measured traits were highly repeatable when assessed over a short period and we found that an individual’s overall skill – as well as their performance in their best task – was strongly positively correlated with age. Most importantly, our study established a simple but comprehensive methodology for assessing skill performance in soccer players, thus allowing coaches to rapidly assess the relative abilities of their players, identify promising youths and work on eliminating skill deficits in players. 相似文献
6.
Liu Shuangshuang Bell Courtney A. Jones Nathan D. McCaffrey Daniel F. 《Educational Assessment, Evaluation and Accountability》2019,31(1):61-95
Educational Assessment, Evaluation and Accountability - Researchers and practitioners sometimes presume that using a previously “validated” instrument will produce “valid”... 相似文献
7.
Robert W. Bell 《PRIMUS》2017,27(3):406-417
AbstractMentoring undergraduate students in research is both rewarding and challenging. In this paper we present how we established a summer Research Experience for Undergraduates (REU) program in the mathematical sciences at Michigan State University. A goal of our REU is to include students who are at an early stage of their study of mathematics. We share our experiences in recruiting students, designing research projects, and mentoring our participants. We discuss the challenges we faced and the solutions we found while working with a diverse group of undergraduate students from across the nation. 相似文献
8.
What makes marking reliable? Experiments with UK examinations 总被引:2,自引:0,他引:2
9.
Infant crying and maternal responsiveness 总被引:7,自引:1,他引:7
10.
Robbie Nicol 《Journal of Adventure Education & Outdoor Learning》2003,3(1):11-27
From the discussion in parts one and two there are two main points that emerge. The first is that it is difficult to identify from outdoor education literature a philosophical framework on which practice is based. Secondly, the body of outdoor education literature attaches more importance to learning outcomes relating to personal and social education than environmental education. The purpose of part three is to offer a philosophical framework and use it to consider the relationship between outdoor education, environmental education and the related concept of sustainability education. The paper starts out by looking at the development of western thought and how it has promoted the concept of epistemological dualism's. The paper then presents an alternative framework of epistemological diversity including experiential, presentational, propositional and practical ways of knowing that has particular relevance for environmental education and sustainability education. Although the prime focus of this paper is environmental education it also deals explicitly with a philosophical framework which includes experiential learning. Consequently, it has relevance to other claims made of outdoor education in particular personal and social education. 相似文献