全文获取类型
收费全文 | 324篇 |
免费 | 4篇 |
专业分类
教育 | 243篇 |
科学研究 | 18篇 |
各国文化 | 2篇 |
体育 | 25篇 |
文化理论 | 6篇 |
信息传播 | 34篇 |
出版年
2023年 | 2篇 |
2022年 | 4篇 |
2020年 | 4篇 |
2019年 | 8篇 |
2018年 | 16篇 |
2017年 | 12篇 |
2016年 | 17篇 |
2015年 | 6篇 |
2014年 | 14篇 |
2013年 | 80篇 |
2012年 | 7篇 |
2011年 | 11篇 |
2010年 | 7篇 |
2009年 | 9篇 |
2008年 | 9篇 |
2007年 | 5篇 |
2006年 | 5篇 |
2005年 | 6篇 |
2004年 | 8篇 |
2003年 | 5篇 |
2002年 | 6篇 |
2001年 | 5篇 |
2000年 | 4篇 |
1999年 | 3篇 |
1998年 | 5篇 |
1997年 | 6篇 |
1996年 | 7篇 |
1995年 | 1篇 |
1994年 | 5篇 |
1993年 | 1篇 |
1992年 | 5篇 |
1991年 | 1篇 |
1990年 | 8篇 |
1989年 | 3篇 |
1988年 | 2篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 5篇 |
1981年 | 2篇 |
1980年 | 3篇 |
1978年 | 3篇 |
1977年 | 2篇 |
1976年 | 3篇 |
1974年 | 2篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1967年 | 2篇 |
1924年 | 1篇 |
1844年 | 1篇 |
排序方式: 共有328条查询结果,搜索用时 171 毫秒
31.
Matt Allwood Kate Allen Anna Price Rachel Hayes Vanessa Edwards Susan Ball 《Emotional and Behavioural Difficulties》2013,18(4):361-371
ABSTRACTThis paper assesses the reliability and validity of the teacher-completed Pupil Behaviour Questionnaire (PBQ), by comparing it to the already extensively validated teacher-completed Strengths and Difficulties Questionnaire (SDQ). Participants included 2074 primary school children participating in a universal school-based trial and 41 vulnerable children who were taking part in a study exploring the impact of exclusion from school. Exploratory factor analysis results (first factor accounts for 80.8% of the variation in the items) and the high Cronbach’s alpha value of 0.85 indicate that the PBQ consists of one substantive factor/dimension. Strong correlations between the total PBQ score and the conduct sub-scale (Spearman’s correlation coefficient (rs) = 0.67) and total difficulties score (rs = 0.59) of the SDQ indicate convergent validity. This study suggests that the PBQ is a reliable measure, and provides some evidence of validity. Further work is needed to test the PBQ in an older, more diverse populations and to measure sensitivity to change. 相似文献
32.
33.
Alan Price 《Journal of Adventure Education & Outdoor Learning》2013,13(2):110-122
The link between good attendance in school and academic performance has been acknowledged for some time now. However, improving school attendance for young people with social, emotional and behavioural difficulties (SEBD) or pupils at risk of exclusion can be a challenging task for educational leaders. This paper begins with a discussion of earlier studies on outdoor learning and school attendance. It adds to the discourse by presenting findings from a one-year outdoor learning programme situated within an English special school for young people with SEBD. The research reported here is part of a larger study that used an action research design. The paper concludes that although improvements in attendance can be achieved, the factors affecting attendance are complex and that improvements may be restricted to programmes that utilise an outdoor learning approach rather than being achievable across the whole school curriculum. 相似文献
34.
35.
Kym Joanne Price Brett Ashley Gordon Stephen Richard Bird Amanda Clare Benson 《Journal of sports sciences》2020,38(9):970-984
ABSTRACTInterval exercise training is increasingly recommended to improve health and fitness; however, it is not known if cardiovascular risk is different from continuous exercise protocols. This systematic review with meta-analyses assessed the effect of a single bout of interval exercise on cardiovascular responses that indicate risk of cardiac fibrillation and infarction compared to continuous exercise. Electronic databases Medline, CINAHL, Embase, Scopus and Cochrane were searched. Key inclusion criteria were: (1) intervals of the same intensity and duration followed by a recovery period and (2) reporting at least one of blood pressure, heart rate variability, arterial stiffness or function. Cochrane Risk of Bias tool and GRADE approach were used. Meta-analyses found that systolic blood pressure responses to interval exercise did not differ from responses to continuous exercise immediately (MD 8 mmHg [95% CI ?32, 47], p = 0.71) or at 60 min following exercise (MD 0 mmHg [95% CI ?2, 1], p = 0.79). However, reductions in diastolic blood pressure and flow-mediated dilation with interval exercise were observed 10–15 min post-exercise. The available evidence indicates that interval exercise does not convey higher cardiovascular risk than continuous exercise. Further investigation is required to establish the safety of interval exercise for clinical populations. 相似文献
36.
37.
Jennifer L. Price 《Journal of College Student Psychotherapy》2016,30(3):206-217
The current study examined expectations and preferences of psychotherapy approach in 225 college students. Psychodynamic-interpersonal (PI) techniques were generally favored over cognitive-behavioral (CB) techniques both in expectations of what is characteristic of a typical therapy session and perceived helpfulness. There was no difference in findings between therapy naïve college students and those with a history of psychotherapy. Psychological mindedness was correlated with PI ratings, but not CB ratings. College counselors may want to emphasize emotional and relational strategies when working with college students and may benefit from examining the psychological mindedness of new clients to assist with determining their treatment plan. 相似文献
38.
This study examines how student practice of scientific argumentation using socioscientific bioethics issues affects both teacher expectations of students’ general performance and student confidence in their own work. When teachers use bioethical issues in the classroom students can gain not only biology content knowledge but also important decision-making skills. Learning bioethics through scientific argumentation gives students opportunities to express their ideas, formulate educated opinions and value others’ viewpoints. Research has shown that science teachers’ expectations of student success and knowledge directly influence student achievement and confidence levels. Our study analyzes pre-course and post-course surveys completed by students enrolled in a university level bioethics course (n = 111) and by faculty in the College of Biology and Agriculture faculty (n = 34) based on their perceptions of student confidence. Additionally, student data were collected from classroom observations and interviews. Data analysis showed a disconnect between faculty and students perceptions of confidence for both knowledge and the use of science argumentation. Student reports of their confidence levels regarding various bioethical issues were higher than faculty reports. A further disconnect showed up between students’ preferred learning styles and the general faculty’s common teaching methods; students learned more by practicing scientific argumentation than listening to traditional lectures. Students who completed a bioethics course that included practice in scientific argumentation, significantly increased their confidence levels. This study suggests that professors’ expectations and teaching styles influence student confidence levels in both knowledge and scientific argumentation. 相似文献
39.
Boltzmann's Time Bomb 总被引:1,自引:0,他引:1
40.
Pamela Greenhough Mary Scanlan Anthony Feiler David Johnson Wan Ching Yee Jane Andrews Alison Price Maggie Smithson Martin Hughes 《Literacy》2005,39(2):97-103
A key tenet of the Home–School Knowledge Exchange Project is that children's learning will be enhanced if the knowledge and experience that are to be found both at home and in school can be brought together. In this paper we explore ways of connecting home and school to support literacy learning at Key Stage 1, focusing on the home‐to‐school direction. We discuss how shoeboxes, filled with children's artefacts, can support a range of literacy‐related activities in school. It is suggested that the extensive diversity of knowledge and interests reflected in the chosen objects presents teachers with an invaluable opportunity to personalise children's literacy learning. 相似文献