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11.
Ron Fisher Jillian Cavanagh Angela Bowles 《Assessment & Evaluation in Higher Education》2011,36(2):225-237
This study explores the effectiveness of an intervention involving formative assessment in a first‐year core business subject. Students were invited to receive feedback on a draft of their first written assessment during the early weeks of the semester. Consideration is given to the economic and ethical issues raised by the intervention. A multi‐method approach of qualitative and quantitative data collection and analysis is used. The research finds that the intervention facilitates significantly higher marks in assessments and grades, while assisting student learning overall. Findings are reinforced by comparison with a subject where the intervention was not offered. 相似文献
12.
Legislative activity and controversy concerning the issue ofhomosexual rights and practices has intensified in Britain overthe last decade. Despite this increase in intensity, however,the question of mass public opinion in relation to homosexualrights and practices has received little empirical investigation.In an effort to remedy this situation, this paper focuses onthe influence of party identification in determining publicattitudes towards homosexuals. Using data from the British SocialAttitudes Surveys, the results suggest that although party identificationexerts an independent and statistically significant effect onattitudes towards homosexuals, in all cases, however, theseeffects are both secondary and variable. Other equally, if notmore salient, determinants include: gender, education, age,occupation, and type of homosexual relationship. Of these varioussociodemographic variables, both age and education standout as having the strongest and most consistent effect. In otherwords, at least as far as current British society is concerned,anti-homosexual views are most prevalent among both older individualsas well as the lesser educated. 相似文献
13.
Joost Meijer Marcel V. J. Veenman Bernadette H. A. M. van Hout-Wolters 《Educational Research and Evaluation》2013,19(3):209-237
This article describes the construction of a hierarchical taxonomy of metacognitive activities for the interpretation of thinking-aloud protocols of students in secondary education, who studied texts on history and physics. After testing an initial elaborate taxonomy on a restricted number of protocols by multiple raters, it appeared that the interrater correspondence was well below par. The categories in the taxonomy were too highly specified. Categories were combined and tested on new protocols in a cyclic fashion. The revised taxonomy was then used for coding 16 history protocols and 16 physics protocols. Frequencies of occurrence of metacognitive activities were obtained, as well as judgements of the quality of the metacognitive activities of the participants. There is a reasonable correlation between the frequency method and the quality method for coding thinking-aloud protocols. Also, there is a substantial covariation of the number of metacognitive activities across both tasks. 相似文献
14.
The scope and complexity of the Australian taxation system (as with other tax regimes) is daunting for many accounting students. This paper documents the implementation of new practices that were initiated in an effort to address some of the challenges faced by undergraduate students studying taxation. Based on the principles of cognitive load theory, summaries of the lecture material became the focus of tutorials. These summaries provided the impetus for teaching staff to experiment with illustrations as a strategic means of delivery. Drawing diagrams and presenting them in the form of pictorial mnemonics proved to be effective tools in helping students understand and synthesize basic taxation concepts, thereby promoting effective deep learning. Both formal and informal feedback was overwhelmingly positive and affirming of this innovative approach to the subject. A selection of the pictorial mnemonics we designed is provided. 相似文献
15.
Gonny L. M. Schellings Bernadette H. A. M. Van Hout-Wolters Jan D. Vermunt 《Contemporary educational psychology》1996,21(4):423-446
This study examined individual differences in selecting main points according to three types of tasks. In all, 133 students (10th-graders) participated. Each student studied three instructional texts, and each text was preceded by one instruction. In the linguistic task, the students had to underline the author's main points. In the educational task, students had to underline text elements considered to be important by a portrayed teacher. And in the interest task, interesting text fragments had to be underlined. The students were divided into five groups identified by a typical selection pattern. Only 24 students adjusted their selection of main points to each of the tasks (the adaptive group). This group differed in some study strategies and learning conceptions from the nonadaptive groups. In all, this study begins to give more insight into individual differences in selecting main points. 相似文献
16.
This study investigated parent-reported receptivity towards the classroom environment and classroom outcomes. Classroom environment
was based on a five-aspect model: (1) provision of information from the child; (2) beliefs about the school; (3) provision
of information from teachers; (4) teachers' commitment to working with parents; and (5) confidence in communicating with teachers.
Classroom outcomes were based on two aspects: (1) educational values (importance of schooling, involved with learning; seeing
a future through learning, desire to learn, and importance of learning); and (2) learning outcomes (achieving, and views of
child's engagement in school work). For each aspect, items were written in an ordered-by-difficulty pattern so that, for example,
Item 2 involved Item 1 and ‘more’, making it conceptually ‘harder’ to agree with Item 2 than with Item 1. There were four
Likert response categories (SDA, DA, A, and SA). Using the extended logistic model of Rasch, an interval-level, unidimensional
scale was created with item difficulties for classroom environment aspects and classroom outcomes calibrated on the same scale
as the receptivity measures. The sample consisted of 518 parents of students from three secondary schools in Western Australia.
The item sample was 30. The proportion of observed variance considered true was 0.94. The items for each aspect were found
to be ordered from ‘easy’ to ‘hard’ in line with the hypothesised model of receptivity and the data fitted the measurement
model well.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
17.
18.
Ellen te Pas Margreet Wieringa-de Waard Bernadette Snijders Blok Henny Pouw Nynke van Dijk 《Education and Information Technologies》2016,21(5):991-1005
Several usability issues were encountered during the design of a blended e-learning program for a course in evidence-based medicine for general practice trainers. The program was developed in four steps. We focused in this article on step 2 and 3. Step 2 focused on which educational principles to apply, that is, which learning theories, instructional designs and other theories should influence the program. Step 3 focused on the design elements, namely whether to use hypermedia and/or multimedia, and what screen design and which font to use. This article presents the important issues in designing an e-course and provides an impression of the complexity of designing high quality e-learning in particular for continuing medical education (CME). 相似文献
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20.
Monique Pijls Rijkje Dekker Bernadette Van Hout-Wolters 《Educational Studies in Mathematics》2007,65(3):309-329
The study focused on the interaction between two secondary school students while they were working on computerized mathematical
investigation tasks related to probability theory. The aim was to establish how such interaction helped the students to learn
from one another, and how it may have hindered their learning process. The assumption was that interaction is beneficial for
students if they can perform certain key activities, namely showing, explaining, justifying, and reconstructing their work.
Both students attained mathematical level raising. However, the student who explained frequently and criticized himself attained
more mathematical level raising than the student who did not explain her work frequently or criticize herself. 相似文献