全文获取类型
收费全文 | 433篇 |
免费 | 7篇 |
专业分类
教育 | 287篇 |
科学研究 | 34篇 |
体育 | 70篇 |
文化理论 | 4篇 |
信息传播 | 45篇 |
出版年
2024年 | 1篇 |
2023年 | 3篇 |
2022年 | 4篇 |
2021年 | 10篇 |
2020年 | 19篇 |
2019年 | 22篇 |
2018年 | 49篇 |
2017年 | 27篇 |
2016年 | 21篇 |
2015年 | 14篇 |
2014年 | 16篇 |
2013年 | 59篇 |
2012年 | 22篇 |
2011年 | 22篇 |
2010年 | 17篇 |
2009年 | 15篇 |
2008年 | 17篇 |
2007年 | 21篇 |
2006年 | 11篇 |
2005年 | 17篇 |
2004年 | 6篇 |
2003年 | 2篇 |
2002年 | 16篇 |
2001年 | 4篇 |
2000年 | 1篇 |
1999年 | 3篇 |
1998年 | 3篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1982年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1970年 | 1篇 |
1969年 | 1篇 |
1964年 | 1篇 |
1963年 | 1篇 |
排序方式: 共有440条查询结果,搜索用时 15 毫秒
111.
Christoph Knig Lale Khorramdel Kentaro Yamamoto Andreas Frey 《Educational Measurement》2021,40(1):17-27
Large‐scale assessments such as the Programme for International Student Assessment (PISA) have field trials where new survey features are tested for utility in the main survey. Because of resource constraints, there is a trade‐off between how much of the sample can be used to test new survey features and how much can be used for the initial item response theory (IRT) scaling. Utilizing real assessment data of the PISA 2015 Science assessment, this article demonstrates that using fixed item parameter calibration (FIPC) in the field trial yields stable item parameter estimates in the initial IRT scaling for samples as small as n = 250 per country. Moreover, the results indicate that for the recovery of the county‐specific latent trait distributions, the estimates of the trend items (i.e., the information introduced into the calibration) are crucial. Thus, concerning the country‐level sample size of n = 1,950 currently used in the PISA field trial, FIPC is useful for increasing the number of survey features that can be examined during the field trial without the need to increase the total sample size. This enables international large‐scale assessments such as PISA to keep up with state‐of‐the‐art developments regarding assessment frameworks, psychometric models, and delivery platform capabilities. 相似文献
112.
113.
Pedagogical content knowledge of experts and novices—what knowledge do they activate when analyzing science lessons? 下载免费PDF全文
In the current debate on pedagogical content knowledge (PCK), the term is used to refer to the context‐specific knowledge that teachers activate when reflecting on practice. Against the background of this debate, we conducted an empirical study and sought to answer the question of which knowledge experts and novices activated in assessing a videotaped lesson in relation to its effectiveness for learning. Our assumption was that the participants activate their PCK as a blending of content knowledge (CK) and pedagogical knowledge (PK) as suggested by Shulman's amalgam thesis. The participants (9 experts and 9 novices) were shown a lesson on optics, in which the law of refraction (Snell's law) was being studied. In a subsequent interview, the participants were asked to analyze the observed lesson. A qualitative and quantitative evaluation of the interviews showed that experts activated both CK and PK intensively and in this respect they differed significantly from novices. Further analysis of the expert statements also proved that they do not activate their CK and PK in isolation, but instead combine both kinds of knowledge together, in line with Shulman's amalgam thesis. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 55: 44–67, 2018 相似文献
114.
Andreas Lachner Iris Backfisch Matthias Nückles 《Educational technology research and development : ETR & D》2018,66(5):1051-1067
Students are often challenged by the demand of writing cohesive explanatory texts. Prior research has shown that providing students with concept map feedback that visualizes explanatory cohesion deficits helped students generate more cohesive explanations. We conducted an experiment to investigate whether the accuracy of the provided information within the concept map feedback affected students’ improvements of cohesion. Accordingly, we varied the represented accuracy of information within such concept maps: Students either received accurate concept map feedback that depicted the real relations between concepts, as well as the authentic cohesion gaps in their explanations, or students received inaccurate concept map feedback, which depicted randomly drawn relations and random cohesion gaps. Additionally, in a baseline condition, students did not receive any feedback. We found that the students in the accurate feedback condition generated more cohesive explanations than the students in the no-feedback condition, whereas the students in the inaccurate feedback condition lay in-between. Evidently, providing feedback in general can be regarded as beneficial to enhance students’ writing. However, the accuracy of the provided feedback further impacts the effectiveness of computer-generated concept maps. 相似文献
115.
116.
Wulff Peter Buschhüter David Westphal Andrea Nowak Anna Becker Lisa Robalino Hugo Stede Manfred Borowski Andreas 《Journal of Science Education and Technology》2021,30(1):1-15
Journal of Science Education and Technology - Reflecting in written form on one’s teaching enactments has been considered a facilitator for teachers’ professional growth in... 相似文献
117.
Andreas Reinstaller 《Research Policy》2005,34(9):1366-1384
This paper uses the concept of policy entrepreneurship to explain the social processes underlying sustainable technical change in the pulp and paper industry in the 1990s. It presents a detailed case study on the differences in the transition to and diffusion of totally chlorine free (TCF) pulp bleaching methods in Sweden and the USA. This change was sustained in the former, while it was almost absent in the latter. The paper studies the causes for this difference. It looks at the complex coevolution of technology, institutions, and consumer preferences that has taken place in both countries and draws conclusions on how transitions to sustainable paths in production and consumption may be supported by economic and social policy. 相似文献
118.
119.
Andreas Hirschi Damian Läge 《International Journal for Educational and Vocational Guidance》2008,8(2):95-110
A career workshop that applies models of the Cognitive Information Processing Approach (Sampson, Reardon, Peterson, &; Lenz, 2004) and incorporates critical ingredients (Brown and Ryan Krane, 2000) to promote the career choice readiness of young adolescents was developed and evaluated with 334 Swiss students in seventh grade applying a Solomon four group design with a three-month follow-up. Participants significantly increased their performance in terms of career decidedness, career planning, career exploration, and vocational identity. Implications for evaluation research and counselling practice are presented. 相似文献
120.
Anne Gaml-Sørensen Nis Brix Andreas Ernst Lea Lykke Harrits Lunddorf Cecilia Høst Ramlau-Hansen 《Child development》2021,92(4):1494-1508
This cohort study, including 15,810 children born 2000–2003 in Denmark, aimed to investigate the association between father absence in pregnancy or during childhood and pubertal development in girls and boys. The children were followed from 11 years of age and throughout pubertal development. Mean age differences according to exposure groups were estimated for each pubertal marker separately and for a combined pubertal marker. The results suggested that father absence in pregnancy and during childhood was associated with earlier pubertal development in girls, and father absence from late childhood was associated with earlier pubertal development in boys. The paternal investment theory, the psychosocial acceleration theory and the energetics theory were explored, and did not seem to explain the observed associations. 相似文献