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161.
Bruce Austin Brian French Olusola Adesope Chad Gotch 《Journal of Experimental Education》2017,85(4):559-573
Measures of variability are successfully used in predictive modeling in research areas outside of education. This study examined how standard deviations can be used to address research questions not easily addressed using traditional measures such as group means based on index variables. Student survey data were obtained from the Organisation for Economic Co-operation and Development to examine standard deviation predictors in multilevel models. These predictors and interactions explained additional variation in the dependent variable beyond the control variables. Models using biased and unbiased standard deviations were compared. Meaningful differences were found between the models. Findings supported how standard deviation predictors may increase explanatory power and accuracy of models commonly used in educational research. 相似文献
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Chad W. Buckendahl Russell W. Smith James C. Impara Barbara S. Plake 《Journal of Educational Measurement》2002,39(3):253-263
This article presents a comparison of simplified variations on two prevalent methods, Angoff and Bookmark, for setting cut scores on educational assessments. The comparison is presented through an application with a Grade 7 Mathematics Assessment in a midwestem school district. Training and operational methods and procedures for each method are described in detail along with comparative results for the application. An alternative item ordering strategy for the Bookmark method that may increase its usability is also introduced. Although the Angoff method is more widely used, the Bookmark method has some promising features, specifically in educational settings. Teachers are able to focus on the expected performance of the "barely proficient" student without the additional challenge of estimating absolute item dificulty. 相似文献
164.
Chad Ebesutani Matthew Fierstein Andres G. Viana Lindsay Trent John Young Manuel Sprung 《Psychology in the schools》2015,52(3):223-234
Identifying mechanisms that explain the relationship between anxiety and depression are needed. The Tripartite Model is one model that has been proposed to help explain the association between these two problems, positing a shared component called negative affect. The objective of the present study was to examine the role of loneliness in relation to anxiety and depression. A total of 10,891 school‐based youth (Grades 2–12) and 254 clinical children and adolescents receiving residential treatment (Grades 2–12) completed measures of loneliness, anxiety, depression, and negative affect. The relationships among loneliness, anxiety, depression, and negative affect were examined, including whether loneliness was a significant intervening variable. Various mediational tests converged showing that loneliness was a significant mediator in the relationship between anxiety and depression. This effect was found across children (Grades 2–6) and adolescent (Grades 7–12) school‐based youth. In the clinical sample, loneliness was found to be a significant mediator between anxiety and depression, even after introducing negative affect based on the Tripartite Model. Results supported loneliness as a significant risk factor in youths' lives that may result from anxiety and place youth at risk for subsequent depression. Implications related to intervention and prevention in school settings are also discussed. 相似文献
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This article describes the development and validation of the Inventory of Teaching and Learning (ITAL) as a new measure of
teacher perceptions of science and mathematics learning environments. The ITAL was initially developed and administered in
2004 and has subsequently been revised annually. The ITAL is administered using a confidential web-based procedure to large
samples of K–12 teachers in Georgia as part of an external evaluation of an NSF-funded effort to improve K–16 science and
mathematics education. Results of extensive Principal Components Analyses of the 2006 and 2007 ITAL databases are reported
to support the replicated measurement structure of this new measure. Alpha reliabilities for three ITAL dimensions of teaching
and learning for the 2007 ITAL administration with a sample of 3,012 teachers were: 0.95 for Inquiry-Based, 0.90 for Standards-Based
and 0.85 for Traditional. Implications of the research findings for future research and evaluation studies involving teacher
perceptions of science and mathematics and other learning environments are described. 相似文献
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The effectiveness of the Canadian Quality Daily Physical Education (QDPE) program in creating awareness, support, and influencing school based physical education programs was determined using quantitative and qualitative methodologies. Participants included teachers, principals and vice principals, school board officials and trustees, professional agencies and association, and provincial ministry of education officials. Findings showed this national initiative increased awareness and support of QDPE among all participants. Although the influence of this increased awareness and support on school physical education programming was limited, the greatest impact was in time committed to instruction, development of curricula, instruction of classes, delivery of intramural programs, professional development, and student response to physical education. The least impact was on hiring of physical education specialists, the number of staff, and funding for physical education. 相似文献