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111.
Bill G. Aldridge 《科学教学研究杂志》1983,20(1):1-17
Prior research on mastery learning has examined relationships between achievement and time on task, motivation variables, as well as the effects of prior learning. One can show that the results of prior research lead to certain requirements on a model for mastery learning. This article uses those requirements to develop a mathematical model for mastery learning. This model includes measures of a motivational factor and of the specific ability of a learner with respect to the content being learned. The model also contains a variable to reflect prior learning. The model has been developed to include a computer program which accepts student data and from which predictions can be made and tested. Assumptions and limitations of the model are discussed, and some research questions are raised. In most respects the model proposed in this article is susceptible to the same tests and refinements as an empirical law in the physical or life sciences. 相似文献
112.
We describe a recent project that explored combined use of Internet client-server technology and interactive computer modeling software for improving secondary science teaching. We envisioned a constructivist network in which teachers make contributions to the resources available. The purpose of the network was to promote the emerging field of computer modeling in high school science. Our approach coupled the networking and curricular initiatives with evaluation of changes in classroom core practices—those which have a traceable impact on student learning. Distribution of work, ideology of science, teaching styles, and curricular goals come together dynamically to influence teachers' use of modeling technology in the high school science classroom. A combination of Internet tools, each affording a different contribution to the spread of innovation, provides the best promise for future networks of this kind. 相似文献
113.
Bill Greenwell 《Children‘s Literature in Education》2004,35(3):271-284
Since Asperger's Syndrome was formally recognised in 1994, several novels featuring characters with the syndrome have appeared. Bill Greenwell's article discusses these books in providing a context for a closer consideration of the British publishing sensation of 2003, Mark Haddon's The Curious Incident of the Dog in the Night-Time. The reasons for the success of this suburban comedy, Greenwell argues, include the consequences for the reader of Haddon's choice of the sufferer from Asperger's as narrator, especially the generation of unconscious humour and the range of literary forms he uses to tell his story. Nicholas Tucker adds an Afterword from his perspective as an educational psychologist as well as a literary critic, finding in the novel a rich mixture of heroism, mystery and love mediated through narrrative ingenuity. 相似文献
114.
Lin Norton Sarah Floyd Bill Norton 《Assessment & Evaluation in Higher Education》2019,44(8):1209-1221
AbstractResearch on professional assessment practice in higher education does not always take account of lecturers’ perceptions and experiences, or their disciplinary context. This questionnaire study was designed to explore lecturers’ views about three inter-related elements of professional assessment practice: assessment design, marking and feedback. It consisted of two questionnaires: the Assessment Design Inventory (ADI), previously published, and the Assessment, Marking and Feedback Inventory (AMFI) which was newly developed for this study. The two main purposes of the research were to: i) establish the validity of these two questionnaires as research tools, ii) explore the existence of professional practice in assessment and analyse any perceived hindrances as well as possible effects of participants’ subject discipline. 356 lecturers from two UK universities, with a range of teaching experience and representing soft and hard disciplines, took part. Results indicated that the ADI and the AMFI were robust instruments. Findings showed evidence of assessment professionalism, but also some areas where it was lacking, together with a perceived need for formal training. Participants recognised that there were certain hindrances in putting their pedagogical beliefs into practice. The implications of this study are discussed in terms of advancing the sector’s understanding of assessment professionalism. 相似文献
115.
Watson CS Kidd GR Homer DG Connell PJ Lowther A Eddins DA Krueger G Goss DA Rainey BB Gospel MD Watson BU 《Journal of learning disabilities》2003,36(2):165-197
Standardized sensory, perceptual, linguistic, intellectual, and cognitive tests were administered to 470 children, approximately 96% of the students entering the first grade in the four elementary schools of Benton County, Indiana, over a 3-year period (1995--1997). The results of 36 tests and subtests administered to entering first graders were well described by a 4-factor solution. These factors and the tests that loaded most heavily on them were reading-related skills (phonological awareness, letter and word identification); visual cognition (visual perceptual abilities, spatial perception, visual memory); verbal cognition (language development, vocabulary, verbal concepts); and speech processing (the ability to understand speech under difficult listening conditions). A cluster analysis identified 9 groups of children, each with a different profile of scores on the 4 factors. Within these groups, the proportion of students with unsatisfactory reading achievement in the first 2 years of elementary school (as reflected in teacher-assigned grades) varied from 3% to 40%. The profiles of factor scores demonstrated the primary influence of the reading-related skills factor on reading achievement and also on other areas of academic performance. The second strongest predictor of reading and mathematics grades was the visual cognition factor, followed by the verbal cognition factor. The speech processing factor was the weakest predictor of academic achievement, accounting for less than 1% of the variance in reading achievement. This project was a collaborative effort of the Benton Community School Corporation and a multidisciplinary group of investigators from Indiana University. 相似文献
116.
This paper evaluates the use of sales information systems (SIS) in the UK financial services sector. The study is based on a quantitative survey of a sample of sales and marketing managers in banks, building societies and insurance companies. Seventy-two usable responses were received and our analysis reveals that the systems that have been adopted are being used to provide information for little more than mailing lists. Further, the aspirations for our respondents for further data capture and analysis are low—such that their overarching goals of improving customer retention, customer relationships, and customer acquisition are unlikely to be achieved. This mismatch between our respondent's data capture and their strategic goals is associated with the further finding that our respondents place more importance on technical barriers to implementing SIS—such as fragmented market and sales information, high cost of development and poor data quality—as compared to the lowered importance placed on organizational barriers. Importantly, the latter barriers have been recognized in the literature as the true barriers to achieving the strategic potential of marketing information. We argue that the future promise of sophisticated use of the capabilities of current SIS is thus likely to be compromised, due to the lack of awareness, amongst our respondents, of the criticality of organizational and strategic barriers. 相似文献
117.
118.
A total of 53 high-ability students who had completed the eleventh year in high school enrolled in a standard college chemistry course at the University of Iowa. Half of them had completed a high-school course in chemistry and half had not. After 2 months of instruction during a summer session, there was no difference between groups as to attitude toward chemistry, performance on the ACS-NSTA Chemistry Achievement Examination, final examination for the course, and course grade. There was a great difference in the amount of time required of tutors; the students who had not completed high-school chemistry spent more time in studying and with tutors. 相似文献
119.
Bill Johnston 《The Urban Review》1987,19(1):49-64
Many city school systems are faced with a situation of declining tax base, declining enrollments, and disproportionate minority ratios. Merger of city with surrounding school systems is one alternative to improve this situation. When city and surrounding systems contain disproportionate minority ratios the question may arise whether busing to achieve racial balance will likely be required by the courts. Review of desegregation litigation indicates that in the absence of intention to discriminate, the courts are not likely to require busing as a desegregation strategy. Further, school systems having achieved unitary status under court-approved desegregation plans may be allowed to adopt neighborhood school policies despite indications such policies would lead to partial resegregation. 相似文献
120.
Bill Atweh 《Cultural Studies of Science Education》2011,6(1):33-47
In these reflections, I identify complexities in few constructs that are often used in educational research, although not
often critically, namely, social justice, race, ethnicity and identity. This paper suggests a non-ontological and non-epistemological approach to ethics as developed by Emmanuel Levinas as a normative
means to deal with some of the complexities. In dealing with the construct of social justice, an ethical approach calls for
productive research tools to not only understand exclusion but also to change situations of injustice to marginalised groups.
Further, both constructs race and ethnicity can be used to identify groups of people based on their history, culture and/or lifestyles. As social constructions they
have different historical origins and are open to alternative connotations, uses and abuses. An ethical perspective is useful
to manage the dilemma of essentialism that group identification may lead into. Finally, the debate around the usefulness of
the construct of identity raises some ethical questions about the role of research and the lived experience of its subjects.
An ethical stance demands that constructs of analysis in social inquiry should not only demonstrate their utility for knowledge
generation but also should demonstrate a responsibility for the construction and reconstruction of lifeworld in which academic
endeavours are conducted. 相似文献