全文获取类型
收费全文 | 590篇 |
免费 | 17篇 |
专业分类
教育 | 392篇 |
科学研究 | 52篇 |
各国文化 | 8篇 |
体育 | 86篇 |
文化理论 | 7篇 |
信息传播 | 62篇 |
出版年
2024年 | 1篇 |
2023年 | 4篇 |
2022年 | 13篇 |
2021年 | 22篇 |
2020年 | 33篇 |
2019年 | 28篇 |
2018年 | 45篇 |
2017年 | 56篇 |
2016年 | 52篇 |
2015年 | 23篇 |
2014年 | 22篇 |
2013年 | 100篇 |
2012年 | 24篇 |
2011年 | 22篇 |
2010年 | 14篇 |
2009年 | 23篇 |
2008年 | 17篇 |
2007年 | 23篇 |
2006年 | 11篇 |
2005年 | 6篇 |
2004年 | 9篇 |
2003年 | 12篇 |
2002年 | 7篇 |
2001年 | 5篇 |
2000年 | 5篇 |
1999年 | 1篇 |
1998年 | 2篇 |
1997年 | 3篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1990年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 3篇 |
1982年 | 4篇 |
1981年 | 1篇 |
1978年 | 1篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1972年 | 3篇 |
排序方式: 共有607条查询结果,搜索用时 0 毫秒
601.
602.
603.
In this study, we examined the impact of covariate measurement error (ME) on the estimation of quantile regression and student growth percentiles (SGPs), and find that SGPs tend to be overestimated among students with higher prior achievement and underestimated among those with lower prior achievement, a problem we describe as ME endogeneity in this article. We proceeded to assess the effect of covariate ME correction on SGP estimation at two levels—the individual (student) and the aggregate (classroom). Our ME correction approach was limited to the simulation‐extrapolation method known as SIMEX. For both the individual and aggregate SGP, we find SIMEX effective in bias reduction. Further, because SIMEX is especially effective in reducing SGP bias for students with very high or very low prior achievement, it significantly weakens the ME endogeneity. SIMEX is also effective in reducing the MSE of aggregate SGP, provided that the students are sorted to some extent on their latent prior achievement. Our empirical study confirms the pattern of the simulation results: SIMEX mainly affects the mean SGP of classes in the highest and lowest quintiles of the prior score distribution, and significantly lowers the correlation between class SGP and prior achievement. 相似文献
604.
Jennifer Gore Sally Patfield Leanne Fray Kathryn Holmes Maree Gruppetta Adam Lloyd Maxwell Smith Treesa Heath 《The Australian Educational Researcher》2017,44(3):323-355
While access to higher education has increased for Indigenous Australians, participation and completion rates remain lower than those of non-Indigenous Australians. A sound evidence base is needed to ground equity initiatives if they are to address the specific needs of Indigenous students. This paper presents the results of a scoping review of empirical research focusing on the participation of Indigenous students in higher education. The purpose of the scoping review was to synthesise empirical research on aspirations for, and barriers and enablers to, higher education that were published between 2000 and 2016 (n = 57), and identify areas where further research is needed. Despite a recent increase in research on this topic, relatively little attention has been paid to Indigenous students’ aspirations while they are at school. We argue that future research should take account of school students’ aspirations for higher education, including primary school students; the similitude of barriers and enablers across the student life cycle; differences within Indigenous community and among Indigenous students; and, the insights emerging from Indigenous methodologies and scholarship. 相似文献
605.
Development and evaluation of computer‐assisted assessment in higher education in relation to BS7988
Kerry Shephard Bill Warburton Pat Maier Adam Warren 《Assessment & Evaluation in Higher Education》2006,31(5):583-595
A university‐wide project team of academic and administrative staff worked together to prepare, deliver and evaluate a number of diagnostic, formative and summative computer‐based assessments. The team also attempted to assess the University of Southampton's readiness to deliver computer‐assisted assessment (CAA) within the Code of practice for the use of information technology in the delivery of assessments (British Standards Institution, 2002). Evaluation data was used formatively to improve procedures during the project and summatively in preparing the project's final report, this publication and future support for CAA at Southampton. Some of the problems encountered during this pilot programme were anticipated, both by the project team and by BS7988; but they were not necessarily or entirely avoidable given the nature of control and management in an academic environment. Our approach was to encourage institutional learning via extensive dissemination and discussion of the results. To contribute to the public debate on the adoption of BS7988, we highlight difficulties in allocating responsibility for various aspects of the assessment process and make a number of recommendations about this and other practical issues. 相似文献
606.
Multiple questionnaires completed over the semester by 514 students enrolled in a first year psychology course reveal that
no single pattern of reliance on print, online, or in-person resources guarantees a high mark. Analyses of the reported and
measured frequency of use of various resources correlated against students’, performance on both individual assessments and
their final marks suggests that students employ a range of strategies in their use of class resources. They tend to rely on
their textbooks, Web-based lecture notes, and online quizzes, but their final marks are more strongly determined by their
university entrance scores than by their resource use strategy, their sex, or whether or not English is their first language.
The data suggest that students adapt their learning strategies to the resources available, with an apparent emphasis on learning
what will be assessed rather than exploring for understanding. Importantly, the results argue that investment in development
of educational technologies – and students’, use of educational technologies – must be informed by empirical data concerning
its impact on the efficiency and quality of learning. 相似文献
607.