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201.
Thomas M. Haladyna Audrey Amrein-Beardsley 《Educational Assessment, Evaluation and Accountability》2009,21(3):255-276
As a preparer of students for the profession of teaching, a college, school, or department of education in higher education
has an expectation that instructors teach competently. In higher education, the student survey of instruction is one of the
most important among other indicators of teaching effectiveness. This article presents a validation of a new student survey
of instruction in a college of education. In this validation, we found the new survey to be as troublesome as the previous
survey. Four major findings emerged from this study that offer hope for a new and improved survey of instructional effectiveness.
These findings involve estimating reliability, subscore validity, course relevance and rigor of the instructor, and construct-irrelevant
variables that threaten validity. Given the failed validation, many cogent observations provide guidance for the design and
development of improved forms that may overcome these threats to validity and guide others in validating teaching effectiveness
surveys. 相似文献
202.
This article considers the determinants of student access of a specific course Web site from a Principles of Macroeconomics course. As they prepare for the course's in-class exams, students may choose either or both of two Web resource types, a dynamic resource (interactive multiple choice practice exams) or various static resources. The article addresses two related questions. First, we ask whether a given set of characteristics affects the access of these different Web site resources similarly. Second, we explore the influence of certain student characteristics on the student decision to access a given Web resource. In general terms, our findings suggest results that are consistent with existing studies of how students learn. Our results also suggest that a greater diversity of resources will, in fact, elicit wider use of one's course Web site. 相似文献
203.
Throughout the 1990s there have been growing concerns from teacher unions, local education authorities (LEAs) and central government about the rising level of pupil exclusions from schools in England and the related issue of school discipline. School exclusion has also been given a high profile in the media, with attention often focusing on cases where the original decision to exclude has been overturned on appeal. Although certain ethnic groups are over‐represented among those excluded from school, issues of race and ethnicity have largely been ignored in the public debate on exclusions and the question of possible racial discrimination overlooked. This article reports on a study to identify good practice in reducing the number of exclusions from school, particularly the disproportionate number amongst African‐Caribbean boys. The study draws on statistical data from Birmingham, the largest metropolitan LEA, and on interviews with teachers and headteachers in six West Midlands case study schools. This data was supplemented by interviews with key personnel from a variety of West Midlands authorities and by questionnaires to pupils in the case study schools. We examine recent government proposals to cut exclusions in the light of this study's findings and the context of racial equality 相似文献
204.
205.
In the United States injuries are the leading cause of death and disability in all children after the first year of life. The National Safety Council has indicated that children from birth to four years of age are at greater risk than any other age for injuries and deaths due to poisoning and ingestions, burns, and drownings.E. Audrey Clark is Professor and Chairperson, Department of Home Economics, California State University, Northridge, CA. Robert A. Simmons is Program Director, Just Say No International. Dr. Simmons was working with the American Lung Association of Los Angeles County at the time this curriculum was developed. 相似文献
206.
By integrating individual and contextual approaches, the present study examines gender differences in appointment to leadership positions in schools in three different educational sectors in Israel. Based on a sample of 10,733 Israeli high school teachers in two Jewish educational sectors and one Arab educational sector, we performed a set of multinomial logistic regressions. The main findings indicate that gender has an independent influence on the probability of entering various leadership positions in schools, even after controlling for personal characteristics and teaching fields. However, the patterns and the extent of gender inequality differ between the three sectors. The findings are interpreted in accordance with the glass ceiling and the queuing model approaches. We conclude that gender inequality is context bound and should be analyzed from this point of view. 相似文献
207.
The current study compares the progressive-restricted standard error (PR-SE) exposure control method with the Sympson-Hetter, randomesque, and no exposure control (maximum information) procedures using the generalized partial credit model with fixed- and variable-length CATs and two item pools. The PR-SE method administered the entire item pool for all conditions; whereas the Sympson-Hetter and randomesque procedures did not administer 27%–28% and 14%, respectively, of item pool 1 and about 45%–50% and 27%–29% of item pool 2, respectively, of the items that were not administered. PR-SE also resulted in the smallest amount of mean item overlap averaged across replications. These results were obtained with similar measurement precision compared to the other methods while improving on the utilization of the item pools, except for very low theta levels (less than ?2) for item pool 2, where a mismatch with the trait distribution occurs. 相似文献
208.
209.
While states are no longer required to set up teacher evaluation systems based in significant part on student test scores, quite a few continue to use value-added (VAMs) or student growth percentile (SGP) models for that purpose. In this study, we analyzed three years of teacher data to illustrate the performance of teachers’ median growth percentiles (MGPs)). We found MGP’s consistency over time to be comparable with the existing estimates from the value-added models (VAMs). Additionally, we found that MGPs do not substantively agree with another measure of teacher quality – teachers’ observational scores. These findings suggest that caution should be exercised when teacher’s MGPs, as well as VAMs, are used in teacher evaluation system to make high-stakes decisions such as merit pay, tenure, or teacher contract termination. Our findings about the correlation of MGPs with observational scores support the idea of the multidimensional nature of teacher effectiveness construct. 相似文献
210.
Barohny Eun Steven E. Knotek Audrey L. Heining-Boynton 《Educational Psychology Review》2008,20(2):133-147
A reconceptualization of the zone of proximal development (ZPD) is proposed by introducing the notion of dialogicality and
voice. Drawing on Bakhtin’s semiotics, it is argued that the dialogical interactions occurring within the ZPD must be understood
in a larger context to go beyond the visible and audible participants. More specifically, in addition to the first voice of
the more capable participant and the second voice of the less competent participant, there is a third voice that serves as
an immediate agenda of the ZPD. The third voice exerts its influence through the first voice by mediating the latter’s intrapsychological
functioning. The compatibility between the agenda of the third voice and the developmental goals of the zone determines whether
the progression through the ZPD is enhanced or constrained. Standardized testing is given as an example of the third voice
with a focus on its compatibility with the developmental goal of the ZPD.
Barohny Eun is mainly interested in developing an instructional model for K-5 English as a Second Language (ESL) students
based on the sociocultural theories of Vygotsky. Steven E. Knotek is mainly interested in early intervention and literacy.
Audrey L. Heining-Boynton is mainly interested in foreign and second language education. 相似文献