全文获取类型
| 收费全文 | 540篇 |
| 免费 | 3篇 |
专业分类
| 教育 | 430篇 |
| 科学研究 | 13篇 |
| 各国文化 | 5篇 |
| 体育 | 19篇 |
| 文化理论 | 3篇 |
| 信息传播 | 73篇 |
出版年
| 2024年 | 2篇 |
| 2023年 | 2篇 |
| 2022年 | 1篇 |
| 2021年 | 11篇 |
| 2020年 | 9篇 |
| 2019年 | 20篇 |
| 2018年 | 21篇 |
| 2017年 | 32篇 |
| 2016年 | 18篇 |
| 2015年 | 14篇 |
| 2014年 | 23篇 |
| 2013年 | 116篇 |
| 2012年 | 15篇 |
| 2011年 | 15篇 |
| 2010年 | 21篇 |
| 2009年 | 13篇 |
| 2008年 | 18篇 |
| 2007年 | 17篇 |
| 2006年 | 13篇 |
| 2005年 | 15篇 |
| 2004年 | 16篇 |
| 2003年 | 23篇 |
| 2002年 | 15篇 |
| 2001年 | 8篇 |
| 2000年 | 6篇 |
| 1999年 | 7篇 |
| 1998年 | 1篇 |
| 1997年 | 2篇 |
| 1996年 | 9篇 |
| 1995年 | 3篇 |
| 1994年 | 2篇 |
| 1993年 | 9篇 |
| 1992年 | 2篇 |
| 1991年 | 7篇 |
| 1990年 | 6篇 |
| 1989年 | 3篇 |
| 1988年 | 5篇 |
| 1987年 | 2篇 |
| 1986年 | 1篇 |
| 1985年 | 4篇 |
| 1983年 | 4篇 |
| 1982年 | 1篇 |
| 1981年 | 4篇 |
| 1978年 | 2篇 |
| 1977年 | 2篇 |
| 1976年 | 1篇 |
| 1975年 | 1篇 |
| 1969年 | 1篇 |
排序方式： 共有543条查询结果，搜索用时 15 毫秒
1.
2.
3.
4.
Performance-based assessments require teacher candidates to demonstrate proficiency on specific teaching tasks and apply knowledge in authentic settings. This article describes the development and use of performance-based assessments (PBAs) for advancing the learning and evaluation of teacher candidates in an early childhood special education teacher preparation program. Teacher candidates completed PBAs under supervision during culminating practica experiences at three age levels (infant/toddler, preschool, and primary practicum). Methods for determining proficiency on national (Council for Exceptional Children) and state (Colorado teacher licensure) standards are described, along with the challenges and opportunities presented by the use of PBAs. Performance-based assessment data over a 5-year period indicate teacher candidate performance meeting and exceeding national standards and state licensure requirements. 相似文献
6.
ABSTRACTThis study examined the effect of similar vs. dissimilar proficiency distributions on uniform DIF detection on a statewide eighth grade mathematics assessment. Results from the similar- and dissimilar-ability reference groups with an SWD focal group were compared for four models: logistic regression, hierarchical generalized linear model (HGLM), the Wald-1 IRT-based test, and the Mantel-Haenszel procedure. A DIF-free-then-DIF strategy was used. The rate of DIF detection was examined among all accommodated scores and common accommodation subcategories. No items were detected for DIF using the similar ability distribution reference group, regardless of method. With the dissimilar ability reference group, logistic regression and Mantel–Haenszel flagged 8–17%, and the Wald-1 and HGLM test flagged 23–38% of items for DIF. Forming focal groups by accommodation type did not alter the pattern of DIF detection. Creating a reference group to be similar in ability to the focal group may control the rate of erroneous DIF detection for SWD. 相似文献
7.
Zhixin Su Suzanne Goldstein Jilin Su 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1995,41(5):371-388
This paper reports findings from a comparative study of science education goals and curriculum designs in American and Chinese high schools, based on data gathered from a survey of Chinese educationists who came to the USA as visiting scholars between 1991 and 1994. The ideal goals of science education are similar in the USA and China, but the real emphases are quite different in the two nations' schools. In curriculum design, American science education has wider scope but much less depth than its Chinese counterpart. These differences are also reflected in text-books and classroom activities. Implications for change in science education are discussed for both American and Chinese high schools.
Zusammenfassung Dieser Artikel befaßt sich mit den Ergebnissen einer vergleichenden Studie zu den Zielen der wissenschaftlichen Erziehung und Curriculumsentwürfen in amerikanischen und chinesischen Hochschulen; basierend auf einer Studie chinesischer Erziehungswissenschaftler, die zwischen 1991 und 1994 als Gastschüler in die USA kamen. Die Idealziele wissenschaftlicher Erziehung sind in den USA and in China gleich, aber die reale Umsetzung ist in den Schulen beider Nationen sehr unterschiedlich. Im Curriculumsentwurf hat die wissenschaftliche Erziehung der Amerikaner einen breiteren Umfang aber weniger Tiefgang als die ihrer chinesisischen Kollegen. Diese Unterschiede zeigen sich auch in Textbüchern und Aktivitäten im Klassenraum. Diskutiert werden anschließend Änderungsvorschläge sowohl für amerikanische als auch für chinesische Hochschulen.
Résumé L'article commente les résultats d'une étude comparative entre les Etats-Unis et la Chine sur les objectifs de l'enseignement scientifique et l'élaboration des programmes correspondants. Ces résultats proviennent de données collectées lors d'une enquête réalisée par des pédagogues chinois séjournant dans des lycées américains entre 1991 et 1994. Les objectifs théoriques fixés pour l'enseignement des sciences correspondent dans les deux pays, mais les applications pratiques divergent notablement. En ce qui concerne la structure des programmes, l'enseignement américain est plus vaste mais moins approfondi que son équivalent chinois. Cette différence se reflète également dans les manuels scolaires et les activités en classe. S'ensuit une discussion sur les conséquences qu'aurait une révision de l'enseignement de cette matière dans les lycées des deux pays.
Sumario Este trabajo informa los resultados de un estudio que compara los objetivos de la educación y los delineamientos de currículo de las universidades estadounidenses y chinas, basándose en datos recogidos de un informe confeccionade por especialistas en pedagogía chinos que permanecieron en los EE UU entre 1991 y 1994 como eruditos invitados. Si bien los objetivos ideales de los estudios científicos son similares en los EEUU y en China, los énfasis reales son bastante diferentes en los sistemas de ambas naciones. en el delineamiento del currículo americano, la educaíon científica presenta una gama más amplia, pero mucho menos profunda que la de su equivalente china. Estas diferencias también se reflejan en los libres de textos y en las actividades en las aulas. Se están discutiendo las consecuencias para un cambio en la educación científica, tanto para universidades estadounidenses como para las chinas.相似文献
8.
Suzanne Lane 《Educational Measurement》2004,23(3):6-14
The validity of high-stakes assessments and accountability systems is discussed in relation to the requirements of No Child Left Behind (NCLB). The extent to which content standards and assessments are cognitively rich, the challenges in setting performance standards, and the impact of high-stakes assessments on instruction and student learning are addressed. The article argues for quality content standards, cognitively rich assessments, and a cohesive, balanced assessment system. 相似文献
9.
The Simple View of Reading states that reading comprehension is the product of word recognition and listening comprehension. Whereas much research has focused on word recognition accuracy, recent attention has been directed toward word recognition fluency. The current study investigated whether a separate fluency component should be added to the Simple View of Reading. A battery of reading and language measures was administered to 604 children in second, fourth, and eighth grades. Approximately half these children had language and/or nonverbal cognitive impairments in kindergarten, but weighting procedures were used to reduce the potential bias this sampling characteristic may have entailed. Structural equation modeling was used to determine whether fluency accounted for unique variance in reading comprehension after controlling for word recognition accuracy and listening comprehension. Individual profile analyses were conducted to determine the number of individual participants who␣had poor fluency in the spite of good word recognition accuracy and listening comprehension. Results showed that fluency did not account for unique variance in reading␣comprehension and that few individuals had problems in fluency separate from word recognition accuracy or listening comprehension. Thus, it does not appear that a separate fluency component should be added to the Simple View of Reading. 相似文献
10.
Kathryn Gibbs K. Louise Mercer Suzanne Carrington 《International Journal of Disability, Development & Education》2016,63(6):608-622
This study explored the experience of schooling of six adolescent boys diagnosed with AD/HD from the perspectives of the boys, their mothers and their teachers. The study utilised social constructionism as the theoretical orientation and the Dynamic Developmental Theory (DDT) of AD/HD as the explanatory framework. Utilising a multiple, instrumental case-study, data were collected by means of semi-structured individual and focus group interviews as well as a review of school reports across a two year period. Findings of the study suggest that taking medication as prescribed together with supporting the students to make and manage friendships, utilising classroom strategies that support learning, and providing an engaging classroom environment are important considerations to promote a positive schooling experience for adolescents with AD/HD. 相似文献