全文获取类型
收费全文 | 151篇 |
免费 | 2篇 |
专业分类
教育 | 99篇 |
科学研究 | 6篇 |
各国文化 | 8篇 |
体育 | 11篇 |
信息传播 | 29篇 |
出版年
2021年 | 5篇 |
2020年 | 2篇 |
2019年 | 8篇 |
2018年 | 6篇 |
2017年 | 2篇 |
2016年 | 4篇 |
2015年 | 2篇 |
2014年 | 3篇 |
2013年 | 38篇 |
2012年 | 1篇 |
2011年 | 6篇 |
2010年 | 2篇 |
2009年 | 5篇 |
2008年 | 5篇 |
2007年 | 3篇 |
2006年 | 1篇 |
2005年 | 4篇 |
2004年 | 7篇 |
2003年 | 4篇 |
2002年 | 2篇 |
2001年 | 1篇 |
2000年 | 2篇 |
1999年 | 3篇 |
1998年 | 2篇 |
1997年 | 1篇 |
1995年 | 4篇 |
1994年 | 5篇 |
1993年 | 1篇 |
1992年 | 3篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1985年 | 1篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1970年 | 1篇 |
1968年 | 1篇 |
1862年 | 2篇 |
1828年 | 1篇 |
排序方式: 共有153条查询结果,搜索用时 15 毫秒
1.
2.
3.
Robert Dan Michael Cate A. Egan Lynda Nilges Ali Brian Robert Johnson 《Research quarterly for exercise and sport》2019,90(2):151-162
Purpose: A systematic review was conducted to identify facilitators and barriers to movement integration (MI) in elementary school classrooms. Method: Online databases (Educational Resources Information Center, Google Scholar, PsycINFO, and PubMed) served as data sources for the study. Following the PRISMA guidelines, relevant published research on MI was identified and screened for inclusion in a qualitative synthesis. Content analysis of the included articles (N = 28) was used to identify themes of MI facilitators and barriers. Facilitators and barriers were then categorized using a social-ecological framework. Results: A total of 12 themes of MI facilitators and barriers were identified and categorized into two social-ecological levels: institutional factors (e.g., administrative support, resources) and intrapersonal factors (e.g., teacher confidence, ease of implementation). Conclusion: This review can inform research and practice aimed at supporting the implementation of MI in elementary classrooms. 相似文献
4.
This research focuses on the impact of the context of Covid-19 on the role of the SENCo in English schools. The SENCo's role is a contested field; however, the current Special Educational Needs Code of Practice identifies 11 key areas of SENCos' work. A widely distributed survey was used to access the voice of SENCos across the country, and received 26 responses. Data were analysed using a realistic evaluation framework to identify the impact of Covid-19 on the work of the SENCo. The research indicated that practice in this context had changed in some key areas, and also identified three new aspects of the SENCo role. These point to the need to revise policy and guidance relating to the SENCo being part of the senior leadership team, providing emotional support for adults, and engaging in practical pedagogical activities. 相似文献
5.
6.
The purpose of this study was to investigate what factors influenced students to enter the field of school psychology. Although numerous studies have documented the thoughts and perspectives of practitioners regarding why they have chosen to become school psychologists, attempts to recruit and retain an adequate number of school psychology practitioners and researchers have shown limited success. A national sample of 307 school psychology graduate students responded to a survey designed to measure issues related to the current state of professional practice, the influence of parental education, and professional organization recruitment. Results indicated that working with children and personal experiences within the school system were highly related to participant's decisions to become school psychologists. In addition, doctoral level and nondoctoral level students present similar reasons for entering the field. This research is discussed in terms of its implications for future research and the current shortage of school psychology practitioners and faculty. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 865–872, 2007. 相似文献
7.
Rachel E. Crook‐Lyon Jennifer Presnell Lynda Silva Mich Suyama Janine Stickney 《Journal of College Counseling》2011,14(1):34-49
Predoctoral interns' responses to an internship supervision training questionnaire indicated that counseling center interns supervised more trainees, received more supervision in their supervisory roles, reported more supervision training activities, and yielded higher supervisor development scores than did non‐counseling‐center interns. A qualitative analysis of participants' responses showed that non‐counseling‐center interns desired more supervision training and opportunities to provide supervision during their internship year than did counseling center interns. 相似文献
8.
9.
Jas. Dunlop 《Journal of The Franklin Institute》1862,74(3):198-208
10.