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91.
Gudrun Erickson Lisbeth Åberg-Bengtsson Jan-Eric Gustafsson 《Educational Research and Evaluation》2013,19(3):188-208
The present study explored data from a survey of students’ performance in English at the end of compulsory school in 6 European countries. The aim was to gain deeper knowledge of the internal structure of the test and to discuss similarities and differences between the different settings regarding patterns in language proficiency. The analyses, conducted by a factor analytic approach and 2-level structural equation modelling (SEM) techniques, indicated an overall English achievement factor at both student and school levels. Furthermore, an effect of format differences at the student level, constituted by a factor related to tasks demanding constructed response, was found. Three correlated modality factors related to listening, linguistic, and reading skills were identified but not further elaborated on as they improved the model only modestly. Considerable differences in between-school variation were found in the different settings. The results are discussed in relation to the instrument, student achievements, and the state of English in the participating countries. 相似文献
92.
Abstract The purpose of this article is to examine technology leadership issues and challenges with an emphasis on TeleLearning Professional Development Schools. A qualitative analysis of professional educators' practices as early adopters of information and communication technologies (ICTs) was conducted. Ethnographic data were gathered from a broad variety of activities organized or supported by the TeleLearning Network of Centres of Excellence (Canada, 1995–2002). Research results point to 1. themes indicating that substantive technology leadership is manifest (leadership for partnership, leadership for learning to teach with ICTs, and leadership in research for innovation), 2. leadership issues at different levels of integration of ICTs, and 3. creative tensions and related challenges 相似文献
93.
Jakob Åsberg Annika Dahlgren Sandberg 《Journal of Research in Special Educational Needs》2010,10(2):91-98
Many students with autism spectrum disorders (ASD) demonstrate comprehension difficulties. In the present study, 12 high‐functioning Swedish students with ASD (aged 10–15 years) took part in a naturalistic classroom‐based intervention to support comprehension of connected narrative discourse. An effective approach for supporting discourse comprehension in children with ASD was assumed to include: (i) providing teachers and students with a shared and explicit set of concepts for talking and thinking about the activity of comprehension, that (ii) can structure the child's discourse comprehension under scaffolding and modelling from the teacher. In the pre‐testing session, the students with ASD presented with poor discourse comprehension but receptive vocabulary and reading decoding skills close to normative performance. Post‐intervention test results, following 4 weeks of training, indicated specific and significant improvements in discourse comprehension. Support for the potential of this type of teaching was also obtained from teachers and students. The teachers reported that they would continue to use the same or similar comprehension instruction for 11 out of 12 students, and for multiple reasons, and students were also mostly positive to the training. Implications for practice and further research are discussed, as are limitations of the study. 相似文献
94.
95.
Maria Rasmusson Lisbeth Åberg-Bengtsson 《Scandinavian Journal of Educational Research》2013,57(6):691-709
Data from a Swedish PISA-sample were used (1) to identify a digital reading factor, (2) to investigate gender differences in this factor (if found), and (3) to explore how computer game playing might relate to digital reading performance and gender. The analyses were conducted with structural equation modeling techniques. In addition to an overall reading factor, the hypothesized digital reading factor was identified. When the overall reading performance was taken into account, a relative difference in favor of the boys for digital reading was indicated. This effect was mediated by a game-playing factor comprising the amount of time spent on playing computer games. Thus, the boys' better performance in digital reading was explained by the computer game-playing factor. 相似文献
96.
Åge Diseth 《Scandinavian Journal of Educational Research》2013,57(2):219-230
Three different tests of intelligence and the Approaches and Study Skills Inventory for Students were administered to 89 Norwegian undergraduate psychology students. The purpose was to investigate the relationship between intelligence, approaches to learning and academic achievement. Factor analysis supported a one-factor solution of the three intelligence tests as an expression of general intelligence. No relationship between general intelligence and approaches to learning was observed. The WAIS vocabulary test of intelligence and the surface approach to learning were negatively correlated. The WAIS vocabulary test of intelligence and the surface approach to learning predicted academic achievement. A curvilinear relationship between surface approach and academic achievement was observed. Multiple regression analysis showed interaction effects between deep-strategic and surface-strategic approaches to learning as predictors of academic achievement. The findings support the construct validity of approaches to learning due to its independence of intelligence. 相似文献
97.
98.
In large-scale educational reforms, many actors play their roles. The diversity of contributions and lack of harmonization prove to be frequently found to cause educational reform failures. Many explanations for these failures focus on differences between the actors and on differences in their contributions to the reform process. In this article, we examine the effects of these differences and emphasize on the need to harmonize these contributions to the reform process. Contributions by several actors to a large-scale curriculum reform undertaken in the Netherlands in the 1990s are mapped for this purpose. This curriculum reform is part of a larger educational reform aimed to introduce a constructivist approach. Education is conceptualised as a social system, and educational reform as the manner in which this social system adapts to immanent and emmanent changes. The actors in the education system are distributed across functional subsystems. In the present analyses, teacher acting within a particular subsystem stands central. The results show adequate exchange and harmonization of the contributions from the different subsystems to be a necessary condition for successful educational reform. To achieve a good exchange and harmonization, the use of an Educational Impact Assessment is recommended. 相似文献
99.
Pelle Åberg 《Educational gerontology》2013,39(6):411-422
ABSTRACTHow does participation in nonformal learning influence the self-perceived well-being among older adults? This article looks into that issue through a study of people aged 65 years or older who have participated in Swedish study circles. The data analyzed consists of a nation-wide survey of study circle participants. The results show that there are beneficial effects from participating in study circles for the well-being of older adults. As could be expected, participants claim that their knowledge and skills have increased; but the main finding is the importance of the social dimension of participating in nonformal learning activities. The fellowship created in study circles is both an important motive for participation and an important outcome of having participated. This, however, is not at the expense of gaining new knowledge. Rather, the two dimensions may strengthen each other. Nonformal settings appear to provide an environment that has positive effects on the well-being of older adults. They do this by fostering a sense of belonging and the opportunity to be part of a fellowship that may work as an aid in avoiding social isolation and loneliness. 相似文献
100.
Lise Stengaard Hansen Monika Åkerlund Terje Grøntoft Morten Ryhl-Svendsen Anne Lisbeth Schmidt Jan-Erik Bergh Karl-Martin Vagn Jensen 《Journal of Cultural Heritage》2012,13(1):22-27
The brown carpet beetle Attagenus smirnovi, Zhantiev 1973 (Coleoptera: Dermestidae) is an important pest of objects of organic origin in museums of cultural and natural history in Europe. Future climate changes are expected to lead to increasing temperatures, which will affect the pest status of this species. In the present study a laboratory investigation was conducted to elucidate the effect of temperature and humidity on the amounts of organic material consumed by larvae of A. smirnovi. In the case of new and old skin, consumption was approximately twice as high at 28 °C compared to 20 °C. Wool was consumed in the greatest amounts: 169 mg of wool was consumed in three months by 30 A. smirnovi larvae. The expected future climate changes in Scandinavia are assumed to lead to higher temperatures in museums and stores where climate is not regulated. Updated data on the present distribution of A. smirnovi in Europe show that it is widespread and common, also in regions with a climate that does not support its survival out of doors. Thus, dispersal of this pest probably only rarely occurs by flight, but usually with human activity. Due to the widespread distribution of A. smirnovi, it is likely that damages in museums and collections in Scandinavia due to this pest will increase as climate changes come into effect. 相似文献