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101.
Achievement Motivation Goals in Relation to Academic Performance in Traditional and Nontraditional College Students 总被引:1,自引:0,他引:1
This study extended Dweck's model of achievement motivation to the collegiate level, and it is the first to apply this model to nontraditional students. We examined the relationship between goal orientations and academic performance in 262 undergraduate students grouped by nontraditional vs. traditional status. Although both groups rated themselves higher on learning goals than on performance goals, non-traditional students endorsed learning goals even more strongly than their traditional peers. Goal orientations were a better predictor of academic success than student status. Consistent with Dweck's model, a learning goal orientation was positively related to successful academic performance for both groups. The relationship between performance goals and academic success was less straightforward, but students who rated both goal orientations as relatively weak had the lowest cumulative GPAs. Traditional and nontraditional students differed on variables that were inversely related to academic performance. Less successful traditional students endorsed irrational beliefs (a possible index of learned helplessness), while less successful nontraditional students worked more hours at a paid job. 相似文献
102.
We focus on the problem of ignoring statistical independence. A binomial experiment is used to determine whether judges could match, based on looks alone, dogs to their owners. The experimental design introduces dependencies such that the probability of a given judge correctly matching a dog and an owner changes from trial to trial. We show how this dependence alters the probability of a successful match of dog to owner, and thus alters the expected number of successful matches and the variance of this expected quantity. Finally, we show that a false assumption of independence that results in incorrect probability calculations changes the probability of incorrectly rejecting the null hypothesis (i.e. the Type I error). 相似文献
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Joel R. Levin Beverly J. Dretzke Christine B. McCormick Thomas E. Scruggs Julia E. McGivern Margo A. Mastropieri Ph.D. in special education 《Educational technology research and development : ETR & D》1983,31(3):161-173
In three experiments, junior high school students learned the numerical order of 14 U.S. presidents according to either a complex mnemonic strategy or their own techniques. Reliable performancepattern differences between the two groups were detected, both in the presence and absence of overall level-of-recall differences. Chief among the pattern differences were the classic serial-position profiles produced by control subjects, but not by those using mnemonic strategies, and the slower response times (suggesting a more complex retrieval process) of subjects using mnemonic strategies. 相似文献
105.
This article addresses several issues around successful integration of instructional science and computer science. It addresses
issues of building computational models of tutoring and incorporating instructional principles into them. The first barrier
to overcome in working toward this integration is development of principled programs in which cognitive principles about learning
and teaching are realized at a level of granularity consistent with building computational models. Such cognitive studies
would facilitate fine-grained modeling of learning and teaching. The second barrier to overcome is the gap between the two
disciplines in terms of goals, motivations, literature, and even definitions of concepts. This situation suggests that effort
should be concentrated on two areas: research on understanding basic principles behind learning and teaching, and the establishment
of clearer lines of communication between instructional and computer scientists. This article addresses both these issues.
An earlier version of this article will appear as a chapter in the NATO Workshop volumeFoundations and Frontiers in Instructional Computing Systems, P. Winne and M. Jones, Eds., Springer-Verlag, NY. 相似文献
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Rafael Lara‐Alecio Fuhui Tong Beverly J. Irby Cindy Guerrero Maggie Huerta Yinan Fan 《科学教学研究杂志》2012,49(8):987-1011
This study examined the effect of a quasi‐experimental project on fifth grade English learners' achievement in state‐mandated standards‐based science and English reading assessment. A total of 166 treatment students and 80 comparison students from four randomized intermediate schools participated in the current project. The intervention consisted of on‐going professional development and specific instructional science lessons with inquiry‐based learning, direct and explicit vocabulary instruction, integration of reading and writing, and enrichment components including integration of technology, take‐home science activities, and university scientists mentoring. Results suggested a significant and positive intervention effect in favor of the treatment students as reflected in higher performance in district‐wide curriculum‐based tests of science and reading and standardized tests of oral reading fluency. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 987–1011, 2012 相似文献