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151.
The purpose of this simulation study was to assess the performance of latent variable models that take into account the complex sampling mechanism that often underlies data used in educational, psychological, and other social science research. Analyses were conducted using the multiple indicator multiple cause (MIMIC) model, which is a flexible and effective tool for relating observed and latent variables. The data were simulated in a hierarchical framework (e.g., individuals nested in schools) so that a multilevel modeling approach would be appropriate. Analyses were conducted accounting for and not accounting for the nested data to determine the impact of ignoring such multilevel data structures in full structural equation models. Results highlight the differences in modeling results when the analytic strategy is congruent with the data structure and what occurs when this congruency is absent. Type I error rates and power for the standard and multilevel methods were similar for within-cluster variables and for the multilevel model with between-cluster variables. However, Type I error rates were inflated for the standard approach when modeling between-cluster variables. 相似文献
152.
Shaunna L. Clark Bengt Muthén Jaakko Kaprio Brian M. D'Onofrio Richard Viken Richard J. Rose 《Structural equation modeling》2013,20(4):681-703
The factor mixture model (FMM) uses a hybrid of both categorical and continuous latent variables. The FMM is a good model for the underlying structure of psychopathology because the use of both categorical and continuous latent variables allows the structure to be simultaneously categorical and dimensional. This is useful because both diagnostic class membership and the range of severity within and across diagnostic classes can be modeled concurrently. Although the conceptualization of the FMM has been explained in the literature, the use of the FMM is still not prevalent. One reason is that there is little research about how such models should be applied in practice and, once a well-fitting model is obtained, how it should be interpreted. In this article, the FMM is explored by studying a real data example on conduct disorder. By exploring this example, this article aims to explain the different formulations of the FMM, the various steps in building a FMM, and how to decide between an FMM and alternative models. 相似文献
153.
Howard P. Parette Jack J. Hourcade Craig Blum Emily H. Watts Julia B. Stoner Brian W. Wojcik Shannon B. Chrismore 《Early Childhood Education Journal》2013,41(3):171-179
This article presents a preliminary examination of the potential of Technology User Groups as a professional development venue for early childhood education professionals in developing operational and functional competence in using hardware and software components of a Technology toolkit. Technology user groups are composed of varying numbers of participants having an interest in technology, and are led by one or more skilled facilitators who meet with participants across time to help them acquire and demonstrate new technology skill sets. A series of these groups were conducted with seven early education professionals serving young preschool children who were at risk or who had disabilities. The impact of these technology user groups was examined using self-reports subsequent to individual participation. Specific data were collected regarding the types of technologies that had been used, and the types of classroom instructional products that had been created and implemented in classrooms using the technologies. A discussion of the value of technology user groups is presented. 相似文献
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155.
Brian R. Belland Joel Drake 《Educational technology research and development : ETR & D》2013,61(6):903-925
One way to help students engage in higher-order thinking is through scaffolding, which can be defined as support that allows students to participate meaningfully in and gain skill at a task that is beyond their unassisted abilities. Most research on computer-based scaffolds assesses the average impact of the tools on learning outcomes. This is problematic in that it assumes that computer-based scaffolds impact different students in the same way. In this conceptual paper, we use activity theory and the theory of affordances to build an initial theoretical framework on how and why K-12 students use computer-based scaffolds. Specifically, we argue that affordances and motives drive how and why K-12 students use computer-based scaffolds. Then we examine empirical studies to gather preliminary support for the framework. Implications for research on and the design of computer-based scaffolds are explored. 相似文献
156.
Peter Baldwin Melissa J. Margolis Brian E. Clauser Janet Mee Marcia Winward 《Educational Measurement》2020,39(1):37-44
Evidence of the internal consistency of standard-setting judgments is a critical part of the validity argument for tests used to make classification decisions. The bookmark standard-setting procedure is a popular approach to establishing performance standards, but there is relatively little research that reflects on the internal consistency of the resulting judgments. This article presents the results of an experiment in which content experts were randomly assigned to one of two response probability conditions: .67 and .80. If the standard-setting judgments collected with the bookmark procedure are internally consistent, both conditions should produce highly similar cut scores. The results showed substantially different cut scores for the two conditions; this calls into question whether content experts can produce the type of internally consistent judgments that are required using the bookmark procedure. 相似文献
157.
ABSTRACTLibraries use surveys and other instruments to gather feedback from their users. However, with competition from many other campus entities requesting input, how can survey fatigue be avoided? To gather this feedback, the Social Sciences Reference Desk utilized a short, fun and easy method. Each week for 10 weeks during the fall semester of 2017, the reference assistants wrote a survey question on a whiteboard and provided sticky notes for patrons to write their answers. The survey provided valuable information about patrons’ needs and expectations. It also fostered changes that were easily implemented to improve the delivery of library services. 相似文献
158.
Self‐report inventories are commonly administered to measure social‐emotional learning competencies related to college and career readiness. Inattentive responding can negatively impact the validity of interpreting individual results and the accuracy of construct validity evidence. This study applied nine methods of detecting insufficient effort responding (IER) to a social‐emotional learning assessment. Individual methods identified between 0.9% and 20.3% of respondents as potentially exhibiting IER. Removing flagged respondents from the data resulted in negligible or small improvements in criterion‐related validity, coefficient alpha, concurrent validity, and confirmatory factor analysis model‐data fit. Implications for future validity studies and the operational use of IER detection for social–emotional learning assessments are discussed. 相似文献
159.
160.