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171.
Dennis E. Clayson 《Assessment & Evaluation in Higher Education》2014,39(6):678-698
This research looks closely at claims that ratemyprofessors.com creates a valid measure of teaching effectiveness because student responses are consistent with a learning model. While some evidence for this contention was found in three datasets taken from the site, the majority of the evidence indicates that the instrument is biassed by a halo effect, and creates what most accurately could be called a ‘likeability’ scale. 相似文献
172.
173.
Dennis M. Senchuk 《Educational theory》1984,34(2):183-192
174.
A survey of 88 American higher education programs found that 9 of the programs offer an area of concentration in institutional research and 17 programs have an institutional-research core course. These programs are identified, and the content of the curriculum is described. Planning topics received the most emphasis in institutional research courses; topics related to facilities and research methodology received low emphasis scores. The theoretical or practitioner orientation of the core course is analyzed in the second section. In most of the courses, there was a positive correlation between the topics emphasized in the core course and the theoretical orientation of those topics, but the coefficient was significant in only a few cases. As expected, programs with an area of concentration tend to stress theoretical concepts in their core course, while programs without an institutional research concentration are more practitioner-oriented. 相似文献
175.
Dennis M. Roberts 《Journal of Educational Measurement》1993,30(4):331-344
This study attempted to better define trick questions and see if students could differentiate between trick and not–trick questions. Phase 1 elicited definitions of trick questions so as to identify essential characteristics. Seven components were found. Phase 2 obtained ratings to see which components of trick questions were considered to be most crucial. The intention of the item constructor and the fact that the questions had multiple correct answers received highest ratings from students. Phase 3 presented a collection of statistics items, some of which were labeled on an a priori basis as being trick or not–trick. The analysis indicated that examinees were able to statistically differentiate between trick and not–trick items, but the difference compared to chance was small. Not–trick items were more successfully sorted than trick items, and trick items that were classified as intentional were sorted about as well as nonintentional items. Evidence seems to suggest that the concept of trickiness is not as clear as some test construction textbook authors suggest. 相似文献
176.
Summary The evaluation and selection of interactive video hardware is a difficult process even for experts. There seems to be a multitude
of models, options, peripherals, and prices. The task becomes even more perplexing because of rapid advances in the technology.
What is new today may be obsolete tomorrow. Using the checklist should help make your job easier. It allows you to compare
computers “apple for apple.” The recommendations listed are general suggestions. Different organizations may require most
or less than what is recommended. Always plan for at least the minimum requirements of your software, even if those requirements
are above our recommendations. 相似文献
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178.
Angelika Anderson David R. Thomas Dennis W. Moore Bridget Kool 《Learning Environments Research》2008,11(3):245-256
School improvement initiatives are needed to better meet the needs of underprivileged students, to reduce underachievement
and to break a continuing cycle of disadvantage. This article describes part of a school improvement initiative in New Zealand
that provided additional funding for school nurse and social worker services in nine secondary schools with the most disadvantaged
students in New Zealand. It describes the nature and delivery of services provided by the social workers in these schools.
In addition, the article reports changes over time in staff and student views about school climate including a comparison
with non-participating schools of similar socioeconomic status. The findings indicated that school climate is a useful intermediate
measure of the effectiveness of school improvement initiatives. There were significant improvements in staff views about school
climate over time, with staff views about school climate becoming more favourable on scales measuring Improvements in the
Last 12 Months and Support for Ethnic Diversity compared to eight non-participating schools. Student views were more favourable
on scales measuring Satisfaction with School, Support for Achievement and Support for Ethnic Diversity, compared to the non-participating
schools. 相似文献
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180.