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31.
Mark Bray 《Assessment in Education: Principles, Policy & Practice》1998,5(2):151-173
This paper contributes to the literatures on examinations, on self‐determination and dependence, and on small states. It draws particularly on materials for a Commonwealth Secretariat project on examination systems in small states. For the purposes of this paper, small states are defined as ones with populations below 3 million. The Commonwealth has 32 such states, scattered in different parts of the world.
Review of systems for external secondary school examinations shows three basic models. Some small states operate their own examination systems, some participate in regional bodies, and some make use of examinations set in other countries. The paper notes the advantages and disadvantages of each model, and the reasons for variations. 相似文献
32.
Mark Bray Yoko Yamato 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(1-2):51-73
Many studies in the field of comparative education take national education systems as the basic unit of analysis. The present paper has been conceived within this tradition, but has a different angle of approach. It focuses on 47 international schools in a small territory. Some of the international schools were grouped into larger systems but others were free-standing institutions. The focus of the paper thus lies at an intersection between cross-national and intra-national comparisons. It makes methodological observations on the nature of comparisons that are possible within such a microcosm, and on the conceptual lessons that can be derived from such analysis. 相似文献
33.
Jane T. Malin James H. Bray Thomas W. Dougherty W. Ken Skinner 《Research in higher education》1980,13(2):115-130
Questionnaire data collected from male and female university students 25 years of age or older were used to investigate correlates of their performance, satisfaction, and adjustment in college. Men reported lower levels of performance and satisfaction. Multiple regression analyses of predictors of college grade-point average, satisfaction with college, and affective changes occurring while in college indicated that these three measures were predicted by demographic variables, by aspects of the college experience, by the external out-of-college responsibilities of these students, and by their goals. Each of the three dependent measures was predicted by a different subset of these variables. 相似文献
34.
Mark Bray 《International Journal of Educational Development》1984,4(2):129-136
This paper examines some international influences on formal education in Africa. It concentrates on the nature of influences since Independence, and points out that links following old colonial routes remain strong, but have been supplemented by American and international agency ones. China and Russia are less influential, although the last decade has witnessed increased activity. Finally, the paper notes, the flow of ideas is predominantly a one-way process. African educators are influenced by dominant ideas in other continents, but the reverse flow of thought is very slight. 相似文献
35.
This article sets a framework for this special issue of the journal by providing an overview of the topic and a commentary on the ways in which the papers in the special issue may be linked to the theme and to each other. The article is built around the identification of diversity and commonality. On the one hand, the Asian region contains countries with widely varying circumstances and socio-political transitions; but on the other hand are a number of common patterns. Among the commonalities are colonial transitions, interrelationships between education and economic changes, and transitions involving international forces and the changing role of the state. 相似文献
36.
This study examined the effect of autonomous motivational priming on motivation, attitudes and intentions towards high-intensity interval training (HIT). Participants (N = 42) performed a graded exercise test to determine their peak aerobic power (WPEAK). At a subsequent testing session, participants were randomised to complete either an autonomous or neutral motivational priming task followed by a 10 × 1 HIT exercise protocol, alternating 1-min bouts of hard (70% WPEAK) and light (12.5% WPEAK) exercises for 20 min. Participants primed with autonomous motivation reported greater enjoyment, P = .009, ηp2 = .16, and perceived competence, P = .005, ηp2 = .18, post-exercise compared to those in the neutral priming condition. Participants in the autonomous motivational priming condition also reported more positive attitudes, P = .014, ηp2 = .14, towards HIT; however, there was no difference between the conditions for task motivation during HIT or intentions, P = .53, ηp2 = .01, to engage in HIT. These findings highlight autonomous motivational priming as a method of enhancing affective and motivational experiences regarding HIT. 相似文献
37.
During the last half‐century, the view of most governments, supported by the United Nations and other international agencies, has been that as far as possible schooling should be free of charge. Financial factors have not always made this feasible, but the policy has provided an attractive social and political goal. In recent years, financial stringency has bitten more deeply. Most governments still seem to adhere to the old philosophy, but there are signs of a change of heart among some governments and in at least one major international agency. The policy is thus coming under fire on both practical and ideological grounds. 相似文献
38.
This study used an alternating‐treatment design to compare the efficacy of discrete trial training (DTT) with fluency training (FT) for the acquisition, stimulus generalization, and retention of noun labels in children with autism. Four elementary‐age students diagnosed with autism were taught to expressively label nouns using a DTT format and a FT format. A between‐treatments comparison of the total number of nouns retained at 6 weeks post intervention was also conducted to compare retention. The results of this study showed that FT was superior to DTT in all of these areas. © 2010 Wiley Periodicals, Inc. 相似文献
39.
Heather Nicholson Thomas J. Kehle Melissa A. Bray Jaci Van Heest 《Psychology in the schools》2011,48(2):198-213
A multiple baseline design was used to examine the effects of participation in antecedent physical activity on the academic engagement of four elementary‐school children diagnosed with autism spectrum disorder (ASD). The results indicated large effect sizes for academic engaged time for all four students. It was suggested that physical activity in the form of something as simple to implement as jogging may be efficacious in promoting academic achievement for students diagnosed with ASD. © 2010 Wiley Periodicals, Inc. 相似文献
40.