全文获取类型
收费全文 | 179篇 |
免费 | 1篇 |
专业分类
教育 | 140篇 |
科学研究 | 7篇 |
各国文化 | 1篇 |
体育 | 5篇 |
信息传播 | 27篇 |
出版年
2022年 | 1篇 |
2020年 | 1篇 |
2019年 | 3篇 |
2018年 | 5篇 |
2017年 | 6篇 |
2016年 | 8篇 |
2014年 | 5篇 |
2013年 | 57篇 |
2012年 | 5篇 |
2011年 | 4篇 |
2010年 | 2篇 |
2009年 | 3篇 |
2008年 | 5篇 |
2007年 | 3篇 |
2006年 | 2篇 |
2005年 | 1篇 |
2004年 | 4篇 |
2003年 | 1篇 |
2002年 | 1篇 |
2001年 | 9篇 |
2000年 | 2篇 |
1999年 | 2篇 |
1997年 | 1篇 |
1996年 | 1篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 3篇 |
1991年 | 2篇 |
1990年 | 4篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1985年 | 3篇 |
1984年 | 4篇 |
1983年 | 2篇 |
1981年 | 2篇 |
1980年 | 4篇 |
1979年 | 2篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1971年 | 2篇 |
1970年 | 2篇 |
1966年 | 1篇 |
1965年 | 1篇 |
1960年 | 1篇 |
1959年 | 1篇 |
1951年 | 1篇 |
1939年 | 2篇 |
1872年 | 1篇 |
排序方式: 共有180条查询结果,搜索用时 15 毫秒
51.
52.
53.
Beverley Oliver Beatrice Tucker Ritu Gupta Shelley Yeo 《Assessment & Evaluation in Higher Education》2008,33(6):619-630
In the current climate in Australian higher education, quality assurance in university teaching is a priority. In particular, the introduction of the Learning and Teaching Performance Fund (LTPF) has refocused attention on universities’ internal student evaluation survey instruments. This paper reports the development, validation and implementation of a new unit survey instrument which prompts students to reflect on what helps their achievement of unit learning outcomes, and to report their levels of motivation, engagement and overall satisfaction with a semester‐long course or unit of study. The instrument (eVALUate) was created from precepts reported in the research literature, current practices in evaluating teaching, and sound quality assurance practices appropriate to a university outcomes‐focused education paradigm. 相似文献
54.
55.
Gerald W. McLaughlin Mona B. Zirkes Beatrice T. Mahan 《Research in higher education》1983,19(3):277-284
Multiple regression is being used by some investigators to determine the unique statistical relevance of potential sex bias for various groups of individuals. The following article shows that the presence of multicollinearity among the independent variables can cause misleading interpretations of the resulting regression weight for sex coded as a dummy variable. An alternative approach is proposed with an example to demonstrate the interpretation of the results. Questions are raised concerning the interpretation of some previous research. 相似文献
56.
The tension between criterion-referenced and norm-referenced assessment is examined in the context of curriculum planning and assessment in outcomes-based approaches to higher education. This paper argues the importance of a criterion-referenced assessment approach once an outcomes-based approach has been adopted. It further discusses the implementation of criterion-referenced assessment, considering to what extent the criteria and standards adopted are implicitly norm referenced. It introduces a compatible interpretation of criterion-referenced and norm-referenced assessments in higher education, and illustrates how their combined use can avoid grade inflation and also provide useful information to educators, employers and learners. Instead of seeing criterion referencing and norm referencing as a dichotomy, assessment in higher education benefits from their synthesis through a feedback loop that emphasises alignment between learning and assessment; such feedback and alignment are essential features of quality assurance and enhancement. 相似文献
57.
Many children perform poorly on traditional tests of pitch discrimination which require them to identify the higher or lower of successive notes. It is proposed that linguistic ambiguity, inherent in the application of spatial terms to auditory domains, contributes to these difficulties. An experiment is reported which compares children's (aged 6 to 11 years) and adults’ recognition of pitch directions in conditions where consonant or dissonant visual cues are presented, with a condition in which only the sounds are presented. Younger children perform best when visual and auditory directions are consonant. Older children show evidence of superior performance in both visual conditions in comparison with peers tested in the audio‐only condition, suggesting that materials making the linguistic ambiguity salient may help promote their awareness of the auditory dimension. The results are discussed in terms of their implications for interventions to facilitate early musical education. 相似文献
58.
AbstractRelying on a nudge—a simple, non-paternalistic tool that spontaneously triggers behaviours in a volitional, predictable and expected way—as an education instrument, and more particularly relying on social labelling, this paper demonstrates that an extremely frugal protocol can foster children’s intentions to behave pro-environmentally. In an experiment conducted among 115 children (aged between 7 and 12?years), whose gender and levels of environmental perception before the experiment were controlled for, we show that applying an ‘eco-friendly’ label is sufficient to trigger more subsequent intentions to behave ecologically than what was observed in the control group. We also provide evidence that the most effective age for using this nudge is above 10. Our results show that the intentions to behave ecologically persist a week after labelling. This on-going effect suggests that the influence of social labelling is not limited to the immediate response. An ethical discussion on the issue closes the paper. 相似文献
59.
3 experiments examined 7-month-old infants' ability to discriminate the facial expressions of happy vs. fear. Experiment 1 revealed that infants demonstrated discrimination of happy vs. fear expressions when posed by a single model but that this discrimination was affected by the order of stimulus presentation. In experiment 2 infants were shown 2 models posing the happing and fearful expressions and did not demonstrate generalization of the discrimination of happy versus fear across these models. The third and main experiment varied the test procedure. Here, infants demonstrated reliable generalized discrimination of the 2 expressions across different models. As in experiment 1, however, these results were constrained by the order in which the stimuli were presented. These consistent order effects were not due to the initial salience of the 2 expressions but, instead, appeared to reflect differential rates of habituation to happy vs. fear expressions. 相似文献
60.
Timothy E. Morse Amany Habib Monica Carr William Evans 《Journal of Research in Special Educational Needs》2022,22(2):167-174
Flipped classrooms represent a new instructional paradigm for presenting K-12 instruction. Whereas in traditional classrooms new content is taught during the school day and application activities are assigned for homework, in flipped classrooms students are expected to acquire new content by working through assigned tasks at home prior to the next day’s class. Subsequently, class time is used for application activities. To date, limited, conflicting analyses of research about the efficacy of the flipped classroom paradigm have been reported. This lack of a clear consensus is of concern for students with serious learning and/or behavioural challenges who have not been the focus of these analyses and whose learning characteristics arguably run counter to what students must do to be successful in flipped classrooms. The investigation reported herein addresses one aspect of the aforementioned void in the literature. Data from an international survey of teacher educators from 33 countries that ascertained their thoughts about the appropriateness of the flipped classroom paradigm for students with serious learning and/or behavioural challenges are reported. Results indicate that teacher educators have reservations about the appropriateness of flipped classrooms, but that their opinions are not fully informed by knowledge about, and experience with, these classrooms. 相似文献