全文获取类型
收费全文 | 428篇 |
免费 | 3篇 |
国内免费 | 2篇 |
专业分类
教育 | 348篇 |
科学研究 | 6篇 |
各国文化 | 3篇 |
体育 | 35篇 |
综合类 | 2篇 |
文化理论 | 4篇 |
信息传播 | 35篇 |
出版年
2023年 | 5篇 |
2021年 | 3篇 |
2020年 | 3篇 |
2019年 | 8篇 |
2018年 | 17篇 |
2017年 | 9篇 |
2016年 | 13篇 |
2015年 | 8篇 |
2014年 | 5篇 |
2013年 | 110篇 |
2012年 | 4篇 |
2011年 | 9篇 |
2010年 | 6篇 |
2009年 | 9篇 |
2008年 | 12篇 |
2007年 | 9篇 |
2006年 | 4篇 |
2005年 | 9篇 |
2004年 | 4篇 |
2003年 | 12篇 |
2002年 | 9篇 |
2001年 | 5篇 |
2000年 | 14篇 |
1999年 | 3篇 |
1998年 | 5篇 |
1997年 | 7篇 |
1995年 | 8篇 |
1994年 | 6篇 |
1993年 | 6篇 |
1992年 | 11篇 |
1991年 | 5篇 |
1990年 | 8篇 |
1989年 | 3篇 |
1987年 | 10篇 |
1986年 | 5篇 |
1985年 | 4篇 |
1983年 | 6篇 |
1982年 | 5篇 |
1981年 | 7篇 |
1980年 | 5篇 |
1979年 | 4篇 |
1977年 | 2篇 |
1976年 | 3篇 |
1975年 | 2篇 |
1972年 | 2篇 |
1970年 | 2篇 |
1969年 | 2篇 |
1966年 | 2篇 |
1962年 | 2篇 |
1960年 | 2篇 |
排序方式: 共有433条查询结果,搜索用时 15 毫秒
81.
Dale Whittington 《Educational Measurement》1999,18(1):14-22
Can validity and reliability be taught from the perspective of the decisions classroom teachers make instead of from a more purely psychometric perspective? What aspects of validity and reliability are particularly relevant for classroom teachers? 相似文献
82.
In one of the most challenging periods to confront tertiary education, we examine the impact that technology is having on the experience of one open and distance education university: Deakin University in Victoria, Australia. This paper considers how the espoused pedagogical views that were expressed by the academics interviewed, individually and collectively impacted on their attitudes to information technologies and to their reactions to exposure to and experience with various technologies. The first part of the paper explicitly considers the interview as a research method and situates the interviews we undertook within current scholarship. The focus of the interviews was to seek perceptions of what constituted good teaching as well as the relevance of technology for teaching: as each academic defined it; the discipline concerned and the mode of delivery (i.e. on and/or off‐campus). The research did not provide definitive answers but suggested themes and implications which are considered in the Conclusion. Although restricted to the perceptions of five academics at one university, the extent to which each of the ‘case studies' resonates with the reader's experience takes it beyond the experience of the one tertiary institution. 相似文献
83.
This paper examines the key impact that technology is having on shaping and, indeed, fusing the worlds of work both outside and inside tertiary institutions. The transformation of organisations by technology creates key challenges for tertiary institutions which are identified. One tertiary institution's attempts to engage with these challenges is illuminated through case study research. The institution in question, Deakin University, is a major open and distance education organisation in Australia. In grappling with the technological imperative, issues of leadership, management and organisational change come to the fore. Leadership in dynamically evolving organisations committed to the use of educational technologies in a range of diverse teaching‐learning contexts is an enormously complex and difficult task. The complexities, ambiguities and difficulties of leadership in such an environment are illuminated in this paper through the presentation of a set of eight interconnected issues which reveal some of the experiences of people within the University who are attempting to manage educational change and technological innovation. 相似文献
84.
85.
Dale F. Campbell Tina M. O'Daniels 《Community College Journal of Research & Practice》2013,37(6):437-440
The Community College Futures Assembly has served as a national independent policy think tank since 1995. Its purpose is to articulate the critical issues facing American community colleges and recognize leading-edge trendsetting programs. Convening annually in January in Orlando, Florida, the Assembly offers a learning environment where tough questions are raised, critical issues are discussed, and policy implications are challenged. The 2006 Community College Futures Assembly focused on “The New Rules of Business.” This special focus issue of the Community College Journal of Research and Practice highlights the “best practices” of 30 Bellwether trend-setting institutions. These institutions competitively presented their “lessons learned” to representatives of colleges interested in replicating their award winning programs. In each of the three award categories, Instructional Program and Services; Planning, Governance and Finance; and Workforce Development; 10 Bellwether finalists were competitively selected. Finalists were featured as presenters at the assembly to share their leading-edge ideas with participants. Three institutions then won the prestigious Bellwether Award in their respective category. 相似文献
86.
The genetic and environmental etiologies of diverse aspects of language ability and disability, including articulation, phonology, grammar, vocabulary, and verbal memory, were investigated in a U.K. sample of 787 pairs of 4.5-year-old same-sex and opposite-sex twins. Moderate genetic influence was found for all aspects of language in the normal range. A similar pattern was found at the low end of the distribution with the exception of two receptive measures. Environmental influence was mainly due to nonshared factors, unique to the individual, with little influence from shared environment for most measures. Genetic and environmental influences on language ability and disability are quantitatively and qualitatively similar for males and females. 相似文献
87.
88.
Dale N. Glaser 《Structural equation modeling》2013,20(2):205-209
LISREL Issues, Debates, and Strategies. Leslie A. Hayduk. Baltimore, MD: The Johns Hopkins University Press, 1996, 256 pages (cloth), $39.95. 相似文献
89.
90.
Saskia Selzam Philip S. Dale Richard K. Wagner John C. DeFries Martin Cederlöf Paul F. O’Reilly 《Scientific Studies of Reading》2017,21(4):334-349
It is now possible to create individual-specific genetic scores, called genome-wide polygenic scores (GPS). We used a GPS for years of education (EduYears) to predict reading performance assessed at UK National Curriculum Key Stages 1 (age 7), 2 (age 12) and 3 (age 14) and on reading tests administered at ages 7 and 12 in a UK sample of 5,825 unrelated individuals. EduYears GPS accounts for up to 5% of the variance in reading performance at age 14. GPS predictions remained significant after accounting for general cognitive ability and family socioeconomic status. Reading performance of children in the lowest and highest 12.5% of the EduYears GPS distribution differed by a mean growth in reading ability of approximately two school years. It seems certain that polygenic scores will be used to predict strengths and weaknesses in education. 相似文献