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61.
In this study, we examined texting behaviours, text message characteristics (textese) of actual sent text messages and the relationships between texting, textese and literacy abilities in a sample of 183 American undergraduates. As compared to previous naturalistic and experimental studies with English‐speaking adults, both texting frequency and textism density (proportion of textese) were greater, but category density analyses were similar to a recent experimental study with undergraduates. Interestingly, whilst overall textism density was negatively related to reading and spelling, some textism categories (e.g., omitted apostrophes) were negatively related to literacy skills, while others (e.g., accent stylisation) were positively related to literacy skills. The use of predictive texting was a moderator in this relationship. Our results may help explain the discordant findings between children and adults with regard to textese use and literacy skills, and also highlight the importance of conducting analyses of category density and predictive texting in studies of texting and literacy. 相似文献
62.
In this study data were examined from several national testing programs to determine whether the change from paper-based administration to computer-based tests (CBTs) influences group differences in performance. Performances by gender, racial, and ethnic groups on the Graduate Record Examination General Test, Graduate Management Admissions Test, SAT I: Reasoning Test, and Praxis: Professional Assessment for Beginning Teachers, were analyzed to determine whether the shift in testing format from paper-and-pencil tests to CBTs posed a disadvantage to any of these subgroups, beyond that already identified for paper-based tests. Although all differences were quite small, some consistent patterns were found for some racial-ethnic and gender groups. African-American examinees and, to a lesser degree, Hispanic examinees appear to benefit from the CBT format. On some tests, female examinees' performance was relatively lower on the CBT version. 相似文献
63.
Exploratory and confirmatory factor analyses were used to explore relationships among existing item types and three new computer–administered item types for the analytical scale of the Graduate Record Examination General Test. One new item type was an open–ended version of the current multiple–choice analytical reasoning item type. The other new item types had no counterparts on the existing test. The computer tests were administered at four sites to a sample of students who had previously taken the GRE General Test. Scores from the regular GRE and the special computer administration were matched for a sample of 349 students. Factor analyses suggested that the new item types with no counterparts in the existing GRE were reliably assessing unique constructs but the open–ended analytical reasoning items were not measuring anything beyond what is measured by the current multiple–choice version of these items. 相似文献
64.
Brent Bridgeman 《Research in higher education》1991,32(3):319-332
The incremental validity of a short holistically scored expository essay for predicting freshman grade point average was explored in two samples. In one of the samples the essay was administered to incoming freshmen at state colleges as part of a basic skills assessment battery. In the second sample the essay was part of an achievement test that is one of the admissions tests used by highly selective colleges. In both samples, the essay added essentially nothing to what could be predicted from high school grade point average, Scholastic Aptitude Test scores, and a multiple-choice test of writing-related skills.This research was funded in part by the College Board. The conclusions and opinions expressed are those of the author. A version of this paper was presented at the annual meeting of the American Educational Research Association, Boston, April 1990. 相似文献
65.
It has been suggested that how one cognitively appraises his or her victimization experience will influence one's psychological adjustment. In this study, content analysis was conducted on the explanations given for their molestation by 84 female adolescent incest victims. The relationship of these explanations with measures of self-esteem and depression was examined. No relationship was found between self-esteem or depression scores and whether or not subjects found some meaning or explanation for their being molested. However, the type of attribution was related to self-esteem and depression, with subjects significantly more depressed and having lower self-esteem if they attributed the molestation as due to something about self (internal attribution) versus some reason external to self (external attribution). Subjects making internal attributions were more likely to have experienced intercourse. 相似文献
66.
67.
Increasingly, instructional literature is pointing out the need for theories of instruction which are consistent with emerging cognitive psychology. Theory construction of this sort entails taking into account developing notions of the learner as a processor of information rather than a respondent to stimuli. The purpose of this article is to describe a recent instructional effort, referred to as the Elaboration Theory of Instruction (ETI), and chart its correspondence with several major principles drawn from contemporary cognitive psychology. The ETI incorporates models for both the sequencing and structuring of subject matter. The article will show how these components relate to current models of knowledge representation, schema theory, memory processes such as storage and retrieval, and earlier cognitive based instructional frameworks. 相似文献
68.
Through several collaborative inquiries with teachers in elementary and middle schools, we have noticed a troublesome trend: teachers have become familiar with many of the key terms and catchphrases of various constructivist discourses, yet they tend to be relatively unfamiliar with the developments in epistemology that have driven the rapid emergence of these vocabularies. In consequence, our efforts to invite teachers into current discussions of cognition have often been frustrated and frustrating. We argue that this situation is in large part due to two circumstances. First, the vocabularies chosen by constructivists are often too readily aligned with commonsense understandings of personal knowing and collective knowledge. Second, and closely related, educational theorists and researchers have not always been sufficiently attentive to the contexts of their work. As such, rather than prompting a break from deeply entrenched habits of thinking, constructivist discourses have often been co-opted to support renewed and regressive embraces of Platonic and Cartesian assumptions. Somewhat ironically, then, the work of many educational theorists and researchers appears to be carried out in ignorance of the tentative and participatory dynamics that are argued to be at the root of cognitive processes. 相似文献
69.
Brent Goff Vanessa Patino Gary Jackson 《Community College Journal of Research & Practice》2013,37(10):795-803
To effectively communicate with potential students, it is important to utilize their preferred information sources. Survey data were gathered from 716 high school students who planned to attend college. There were communication source differences based on race and intent to attend two-year vs. four-year institutions. Important information sources for potential community college and university students include media, social normative, and direct sources. Recruiting and marketing strategies are discussed. 相似文献
70.