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31.
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The premise of a great deal of current research guiding policy development has been that accommodations are the catalyst for student performance differences. Rather than accepting this premise, two studies were conducted to investigate the influence of extended time and content knowledge on the performance of ninth‐grade students who took a statewide mathematics test with and without accommodations. Each study involved 1,250 accommodated students (extended time only) with learning disabilities and 1,250 nonaccommodated students demonstrating no disabilities. In Study One, a standard differential item functioning (DIF) analysis illustrated that the usual approach to studying the effects of accommodations contributes little to our understanding of the reason for performance differences across students. Next, a mixture item response theory DIF model was used to explore the most likely cause(s) for performance differences across the population. The results from both studies suggest that students for whom items were functioning differently were not accurately characterized by their accommodation status but rather by their content knowledge. That is, knowing students' accommodation status (i.e., accommodated or nonaccommodated) contributed little to understanding why accommodated and nonaccommodated students differed in their test performance. Rather, the data would suggest that a more likely explanation is that mathematics competency differentiated the groups of student learners regardless of their accommodation and/or reading levels. 相似文献
33.
Natalia Alexeev Jonathan Templin Allan S. Cohen 《Journal of Educational Measurement》2011,48(3):313-332
Mixture Rasch models have been used to study a number of psychometric issues such as goodness of fit, response strategy differences, strategy shifts, and multidimensionality. Although these models offer the potential for improving understanding of the latent variables being measured, under some conditions overextraction of latent classes may occur, potentially leading to misinterpretation of results. In this study, a mixture Rasch model was applied to data from a statewide test that was initially calibrated to conform to a 3‐parameter logistic (3PL) model. Results suggested how latent classes could be explained and also suggested that these latent classes might be due to applying a mixture Rasch model to 3PL data. To support this latter conjecture, a simulation study was presented to demonstrate how data generated to fit a one‐class 2‐parameter logistic (2PL) model required more than one class when fit with a mixture Rasch model. 相似文献
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Science Teachers’ Professional Development and Changes in Science Practical Assessment Practices: What are the Issues? 总被引:1,自引:0,他引:1
Phillip A. Towndrow Aik-Ling Tan Benny H. W. Yung Libby Cohen 《Research in Science Education》2010,40(2):117-132
This paper considers the circumstances under which science teachers can respond positively and productively to educational
policy reforms in the area of science practical assessment. To understand what might be involved in linking science teachers’
assessment capacities and their professional development, we present illustrative data from recent research studies conducted
in Singapore and Hong Kong showing contrasting approaches taken in the implementation of reforms in science practical assessment.
In Singapore, teachers worked together to select, discuss, clarify and refine their practices as they made decisions about
what to teach and assess. In Hong Kong, teachers took a critical stance towards the new policy and learnt from their own experiences
in order to build their confidence. With the same policy initiative, one group of teachers focused more on the technicalities
of complying with requirements imposed on them while in the other group had their professional consciousness of what they
thought was best for their students provoked so that their practices would be transformed. In an attempt to draw lessons for
other contexts in supporting the implementation of assessment policy reforms through professional development work, we identify
and discuss a range of factors in science teachers’ professional development that arise once in situ professional development work has started. Overall, our intent in this article is to recast assessment reform as a driver
or pivot in teachers’ professional development and learning. To do this it is necessary, we argue, to afford teachers’ experiences
and the processes involved in learning from them greater emphasis in order to ensure the continuance of innovation in the
assessment of laboratory-based work. 相似文献
36.
The influence of game location and outcome on behaviour and mood states among professional rugby league players 总被引:2,自引:0,他引:2
In this study, we examined the relationship between home and away matches on mood. In addition, the relationships between game location, game outcome, behavioural factors, and mood were investigated among 12 professional English rugby league players competing in the Super League. Participants completed daily diaries for 27 days. The diary consisted of six analogue scales measuring mood (relaxed-tense, energetic-weary, depressed-elated, tired-alert, anxious-calm, cheerful-miserable) as well as behavioural factors and self-rated performance. There were no significant differences in self-reported mood states leading up to home or away matches except for players feeling more tired when playing away. Significant relationships between mood and behaviours (e.g. sleep and eating) and subjective performance were observed. The outcome of the match was found to influence mood, with a defeat resulting in decreased mood. Our results show that game location did not influence mood and therefore does not provide an explanation for the home advantage. 相似文献
37.
The experiments reported in the present study tested whether decreasing intertrial intervals (ITIs) intensifies the disruptive
effects of increasing retention intervals (RIs) in a delayed conditional discrimination by decreasing the animal’s trial tracking
accuracy (Cohen & Armstrong, 1996; Cohen & Roberts, 1996). Rats responded on a fixed ratio (FR) 1 or fixed interval (FI) 10-sec
reinforcement schedule at a second light or tone stimulus, S2, when the first light or tone stimulus, S1, had signaled an
FI 10-sec or FR 1 schedule, respectively. RIs between S1 and S2 were increased from 3 to 24 sec and never exceeded ITIs that
were reduced from 24 to 6 sec. For some rats, the trials were separated from each other by extending the lever at S1 and retracting
it at the end of S2 (ITI lever-retracted group). For other, control rats, the lever remained extended throughout the session
(lever-extended group, Experiment 1) or was extended and retracted with the onset and offset of each stimulus (RI/ITI lever-retracted
group, Experiment 2). The rats under all trial conditions learned to delay leverpressing on the FI 10-sec schedule. Latency
to begin leverpressing on the FI 10-sec schedule declined as RIs were increased, but this effect was attenuated in the ITI
lever-retracted groups in both experiments, as would be predicted by thetrial tracking hypothesis. Decreasing ITIs from 24 to 6 sec intensified the disruptive effects of increasing RIs from 3 to 6 sec in the
RI/ITI lever-retracted group (Experiment 2), as would be predicted by the trial tracking hypothesis. 相似文献
38.
Peter A. Cohen Barbara J. Ebeling James A. Kulik 《Educational technology research and development : ETR & D》1981,29(1):26-36
This article describes a statistical integration of findings from 74 studies of visualbased college teaching. In the typical
study, students learned slightly more from visual-based instruction than from conventional teaching. In the typical study,
visual-based instruction had no special effect on course completion, student attitudes, or the correlation between aptitude
and achievement. Students were equally likely to complete visual-based and conventional classes; their attitudes toward the
two kinds of classes were very similar; and aptitude played a strong role in determining student achievement in each kind
of class.
This study was supported by National Science Foundation Grant SED 77-18566. 相似文献
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