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91.
College Students’ Perceptions About the Plausibility of Human-Induced Climate Change 总被引:2,自引:0,他引:2
Overcoming students’ misconceptions may be a challenge when teaching about phenomena such as climate change. Students tend
to cite short-term weather effects as evidence to support or refute long-term climate transformations, which displays a fundamental
misunderstanding about weather and climate distinctions. Confusion about weather and climate may also reflect student misunderstanding
about deep time, a concept that spans several scientific content areas. This study examines the relationships between students’
understanding of deep time and their understandings of the distinctions between weather and climate, as well as how these
understandings influence students’ perceptions about the plausibility of human-induced global climate change. Undergraduate
students enrolled in an introductory science class on global climate change completed measures of their (a) understanding
of distinctions between weather and climate, (b) knowledge of deep time, and (c) plausibility perceptions of human-induced
climate change, both at the beginning and end of the course. The study includes comparison groups of similar students enrolled
in introductory physical geography classes. Results revealed that greater knowledge of deep time and increased plausibility
perceptions of human-induced climate change provide significant explanation of variance in students’ understanding of weather
and climate distinctions. Furthermore, students achieve significantly increased understanding of weather and climate, even
with brief instruction. 相似文献
92.
Craig S. Galbraith Gregory B. Merrill Doug M. Kline 《Research in higher education》2012,53(3):353-374
In this study we investigate the underlying relational structure between student evaluations of teaching effectiveness (SETEs)
and achievement of student learning outcomes in 116 business related courses. Utilizing traditional statistical techniques,
a neural network analysis and a Bayesian data reduction and classification algorithm, we find little or no support for the
validity of SETEs as a general indicator of teaching effectiveness or student learning. In fact, the underlying structure
appears to be non-linear and possibly negatively bimodal where the most effective instructors are within the middle percentiles
of student course ratings, while instructors receiving ratings in the top quintile or the bottom quintile are associated with
significantly lower levels of student achievement. 相似文献
93.
ABSTRACT Today, e‐learning is a common delivery media for education and training within many organizations. Yet, while both the supply and demand for e‐learning opportunities has risen in recent years, many professionals are beginning to question whether e‐learn‐ers are prepared to be successful in an online learning environment (e.g., Gug‐lielmino & Guglielmino, 2003; Watkins & Corry, 2005). After all, a learner's demonstrated success in a conventional education and training classroom may not be an adequate predictor of success in an e‐learning classroom. One way of gauging a potential online learner's readiness is through self‐assessment. As a first step in defining an instrument that measures an e‐learner's readiness, with the cooperation of volunteer participants from the U.S. Coast Guard, this study looked into the validity and internal consistency of items within a self‐assessment of e‐learning readiness that is under development, and provided data for the continuing development and revision of the instrument. Having demonstrated evidence of internal consistency and construct validity, the self‐assessment now provides a tool for continuing research into the prediction of e‐learning performance. Funding for this study was provided by the International Society for Performance Improvement. 相似文献
94.
Doug Leigh 《Performance Improvement Quarterly》2014,27(2):7-34
Kaufman ( 2006a , 2011 ) defines Ideal Visions as measurable statements of the kind of world an organization, as well as its associates and external stakeholders, commits to help create for the future. This study investigated the relationships among several research‐supported variables regarding personality aspects and individual characteristics with indicators of individuals’ motivation to achieve goals aimed at adding value to external clients and society. Indicators of generative beliefs, values, individual differences, and commitment to an Ideal Vision were examined in this study. Generativity (the concern in establishing and guiding the next generation), membership and activity in a formal civic organization, and gender, each demonstrated a statistically significant relationship with commitment to an Ideal Vision. In addition, various values were ranked differentially by those with relatively high versus low commitment to an Ideal Vision. A discussion of how these variables warrant the ongoing investigation into these variables is provided. 相似文献
95.
Doug Kiker 《期刊图书馆员》2013,64(3-4):265-267
A group of eleven public university libraries, comprising the Council of State University Libraries consortium, created an experimental archive to retain one print copy of online journals for use of consortium members. The article addresses the initial concerns, development of the project, methods used, and concerns for the future. The article raises the question of whether libraries need to archive print backups for online materials as well as who should do the archiving and to what extent. 相似文献
96.
97.
Doug Marston Paul Muyskens Matthew Lau Andrea Canter 《Learning disabilities research & practice》2003,18(3):187-200
The problem‐solving model (PSM) is used in the Minneapolis Public Schools to guide decisions regarding: (1) interventions in general education, (2) referral to special education, and (3) evaluation for special education eligibility for high‐incidence disability areas. District implementation was driven by four themes: the appropriateness of intelligence tests and the IQ‐achievement discrepancy for determination of eligibility, bias in assessment, allocation of school psychologist time, and linking assessment to instruction through curriculum‐based measurement. This article describes how the PSM was designed as a three‐stage process to measure response to intervention and used in the special education eligibility process. Program evaluation data collected since initial implementation in 1994 is reported in the areas of child count, achievement, referral, eligibility, and disproportion. The authors discuss the limitations of conducting PSM research in school settings, barriers to implementation of PSM, and make suggestions for enhancing treatment integrity. 相似文献
98.
Doug Cashing 《Teaching Statistics》2018,40(1):12-15
This article offers some less‐than‐rigorous explanations for the notion of degrees of freedom, and for the particular formulae to be used when computing those values. 相似文献
99.
For the athlete training hard, nutritional supplements are often seen as promoting adaptations to training, allowing more consistent and intensive training by promoting recovery between training sessions, reducing interruptions to training because of illness or injury, and enhancing competitive performance. Surveys show that the prevalence of supplement use is widespread among sportsmen and women, but the use of few of these products is supported by a sound research base and some may even be harmful to the athlete. Special sports foods, including energy bars and sports drinks, have a real role to play, and some protein supplements and meal replacements may also be useful in some circumstances. Where there is a demonstrated deficiency of an essential nutrient, an increased intake from food or from supplementation may help, but many athletes ignore the need for caution in supplement use and take supplements in doses that are not necessary or may even be harmful. Some supplements do offer the prospect of improved performance; these include creatine, caffeine, bicarbonate and, perhaps, a very few others. There is no evidence that prohormones such as androstenedione are effective in enhancing muscle mass or strength, and these prohormones may result in negative health consequences, as well as positive drug tests. Contamination of supplements that may cause an athlete to fail a doping test is widespread. 相似文献
100.
The burnout process may begin as early as the student-teaching experience [Gold, Y., 1985. Does teacher burnout begin with student teaching? Education, 105, 254–257]. Data from 49 student–teachers in the southwest United States were gathered twice during their student-teaching practicum. Data assessing teacher efficacy, teacher burnout, learning climate, and cooperating teacher support (guidance or imitation) were analyzed using correlational analyses, repeated measures MANOVA, a 2×2 repeated measures MANOVA, and stepwise regression. Results indicated significant increases in efficacy and decreases in burnout symptoms over time. We found significant interactions in the three factors of burnout by guidance group, such that student–teachers experiencing high guidance demonstrated lower levels of burnout at the end of their practicum. 相似文献