全文获取类型
收费全文 | 516篇 |
免费 | 14篇 |
专业分类
教育 | 402篇 |
科学研究 | 8篇 |
各国文化 | 25篇 |
体育 | 35篇 |
综合类 | 1篇 |
文化理论 | 3篇 |
信息传播 | 56篇 |
出版年
2023年 | 4篇 |
2022年 | 3篇 |
2021年 | 6篇 |
2020年 | 12篇 |
2019年 | 16篇 |
2018年 | 26篇 |
2017年 | 27篇 |
2016年 | 20篇 |
2015年 | 8篇 |
2014年 | 20篇 |
2013年 | 119篇 |
2012年 | 8篇 |
2011年 | 19篇 |
2010年 | 11篇 |
2009年 | 17篇 |
2008年 | 13篇 |
2007年 | 9篇 |
2006年 | 10篇 |
2005年 | 13篇 |
2004年 | 25篇 |
2003年 | 10篇 |
2002年 | 8篇 |
2001年 | 5篇 |
2000年 | 9篇 |
1999年 | 5篇 |
1998年 | 7篇 |
1996年 | 7篇 |
1995年 | 5篇 |
1994年 | 3篇 |
1993年 | 2篇 |
1992年 | 6篇 |
1991年 | 9篇 |
1990年 | 5篇 |
1989年 | 5篇 |
1988年 | 5篇 |
1987年 | 4篇 |
1986年 | 5篇 |
1985年 | 5篇 |
1984年 | 3篇 |
1983年 | 4篇 |
1982年 | 3篇 |
1981年 | 3篇 |
1979年 | 5篇 |
1978年 | 2篇 |
1976年 | 2篇 |
1975年 | 3篇 |
1969年 | 4篇 |
1965年 | 1篇 |
1934年 | 1篇 |
1919年 | 1篇 |
排序方式: 共有530条查询结果,搜索用时 0 毫秒
1.
2.
Joy A. Frechtling 《Educational Measurement》1991,10(4):23-25
What are the advantages of performance assessment? What are the risks of employing only performance assessments in large-scale testing programs? 相似文献
3.
The current study examined the link between academic enablers and different types of reading achievement measures. Academic enablers are skills and behaviors that support, or enable, students to perform well academically, such as engagement, interpersonal skills, motivation, and study skills. The sample in this study consisted of 61 third‐, fourth‐, and fifth‐grade students (54% male). Academic enablers were rated by classroom teachers via the Academic Competence Evaluation Scales (ACES; DiPerna & Elliott, 2000 ). Four different measures of reading achievement were included: classroom grades, global ratings of reading skills, standardized test scores, and Reading CBM scores. Results indicated that academic enablers were significantly related to each type of reading outcome. Academic enablers accounted for the greatest amount of variance for classroom grades (45%) and the least amount of variance in standardized test scores (11%). Results suggest that academic enablers are an important part of academic success in reading, particularly classroom grades, but when considering the variance accounted for by academic enablers, they alone are not likely to improve Reading CBM scores or standardized test scores. 相似文献
4.
Virtual and Augmented Realities are advancing technologies that are becoming more popular in gaming and programming communities. However, virtual reality has been in development for decades. As libraries are often at the forefront of offering new and advancing technologies to their communities, virtual and augmented reality programs have become new additions to library services. While gaming is the prominent use of these technologies, virtual and augmented reality affords many educational opportunities. Mississippi State University Libraries have recently added a virtual/augmented reality lab as part of its library program. 相似文献
5.
Eric C. Haakonssen Martin Barras Louise M. Burke David G. Jenkins David T. Martin 《European Journal of Sport Science》2016,16(6):645-653
The aims of this study were to describe normative values and seasonal variation of body composition in female cyclists comparing female road and track endurance cyclists, and to validate the use of anthropometry to monitor lean mass changes. Anthropometric profiles (seven site skinfolds) were measured over 16 years from 126 female cyclists. Lean mass index (LMI) was calculated as body weight?×?skinfolds?x. The exponent (x) was calculated as the slope of the natural logarithm of body weight and skinfolds. Percentage changes in LMI were compared to lean mass changes measured using dual-energy X-ray absorptiometry (DXA) in a subset of 25 road cyclists. Compared to sub-elite and elite cyclists, world class cyclists were (mean [95% CI]) 1.18?kg [0.46, 1.90] and 0.60?kg [0.05, 1.15] lighter and had skinfolds that were 7.4?mm [3.8, 11.0] and 4.6?mm [1.8, 7.4] lower, respectively. Body weight (0.41?kg [0.04, 0.77]) and skinfolds (4.0?mm [2.1, 6.0]) were higher in the off-season compared to the early-season. World class female road cyclists had lower body weight (6.04?kg [2.73, 9.35]) and skinfolds (11.5?mm [1.1, 21.9]) than track endurance cyclists. LMI (mean exponent 0.15 [0.13, 0.18]) explained 87% of the variance in DXA lean mass. In conclusion, higher performing female cyclists were lighter and leaner than their less successful peers, road cyclists were lighter and leaner than track endurance cyclists, and weight and skinfolds were lowest early in the season. LMI appears to be a reasonably valid tool for monitoring lean mass changes. 相似文献
6.
7.
8.
9.
Fears profiles among children and adolescents were explored using the Fear Survey Schedule for Children‐American version (FSSC‐AM; J.J. Burnham, 1995, 2005). Eight cluster profiles were identified via multistage Euclidean grouping and supported by homogeneity coefficients and replication. Four clusters reflected overall level of fears (i.e., very low, below average, moderate, and multiple), and four others exhibited specific peaks associated with school‐related fears, medical fears, and scary things. Demographic characteristics associated with cluster profile membership revealed variability primarily based on gender and age, with some differences associated with community type. Comparisons with prior results on earlier fear surveys and implications for school refusal behavior provide a useful context for discussion. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 673–683, 2006. 相似文献
10.
The following article presents a small-scale qualitative study in which the student learning experiences from service user and carer (SUAC) involvement in social work, mental health nursing and social welfare courses at an English university were evaluated for any effects on student perceptions, knowledge, skills and practice. Using focus group methodology, student participants reported positive outcomes from exposure to SUAC classroom inputs such as a greater valuing of SUAC knowledge as expert knowledge, help with the development of empathy and an appreciation of constructive challenges to mainstream curricular delivery. Notes of caution were identified, particularly in respect of the sometimes unexpected levels of emotion displayed by SUAC presenters. Recommendations for meaningful SUAC involvement in higher education are made regarding the need to involve SUACs across the whole duration of a course; the need for the preparation of both students and presenters regarding boundaries; the fit of presentations with intended learning outcomes; more partnership delivery in classrooms between academics and SUACs (possibly with a differentiation between theoretical and practice inputs); the opportunities for SUACs to present their own situations as real rather than hypothetical case studies for students and the possibilities that may result from introducing a ‘buddying’ system between students and SUACs throughout their studies. It is suggested that the insights from this small-scale study merit further exploration on a larger scale if policy and practice in the field of service and user involvement in higher education are to move forward in an inclusive manner. 相似文献