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In this article, Gitlin and Peck argue that much of the development of action research has been based on a reconstructed view of science (i.e., a science that is more contextual, less law‐like, less causal, but still accurately represents reality and is teacher centered as opposed to researcher centered). In contrast to this reconstructed view of science, the authors suggest it is time to look at the limits and possibilities of basing action research on an aesthetic view of knowledge production. Gitlin and Peck do so by providing an outline of educational poetics that uses imagination and creativity to unearth and challenge limiting conceptions of commonsense as the action research participants enter into a freedom quest, to utilize imagination and creativity, our inherent human potential, to think beyond the categories and codes that tie us to the status quo. 相似文献
103.
Lord's Wald Test for Detecting DIF in Multidimensional IRT Models: A Comparison of Two Estimation Approaches 下载免费PDF全文
Lord's Wald test for differential item functioning (DIF) has not been studied extensively in the context of the multidimensional item response theory (MIRT) framework. In this article, Lord's Wald test was implemented using two estimation approaches, marginal maximum likelihood estimation and Bayesian Markov chain Monte Carlo estimation, to detect uniform and nonuniform DIF under MIRT models. The Type I error and power rates for Lord's Wald test were investigated under various simulation conditions, including different DIF types and magnitudes, different means and correlations of two ability parameters, and different sample sizes. Furthermore, English usage data were analyzed to illustrate the use of Lord's Wald test with the two estimation approaches. 相似文献
104.
This research paper is a pilot study that investigated the suitability of adopting an automated balanced scorecard for managing
and measuring the performance excellence of academic staffs in the higher education setting. A comprehensive study of related
literature with requirements elicited from the target population in a selected premier university in Malaysia through document
analysis, interviews and survey questionnaires provided the foundation for the system development. By adopting the balanced
scorecard, the proposed system provided a means for top down alignment of organisational objectives while creating a medium
of communication between the lecturers and management. Though the method suggested in this study primarily focuses on the
academic staff, it addresses the lack of a representative form of performance measurement for lecturers that accommodates
the complexities of the profession while providing the potential adoption of an unconventional method to encourage excellence
and development amongst all levels of employees in the industry. 相似文献
105.
Matthew J. Irvin Thomas W. Farmer Margaret P. Weiss Judith L. Meece Soo‐yong Byun Bethany M. McConnell Robert A. Petrin 《Learning disabilities research & practice》2011,26(1):2-14
This study examined the school perceptions and educational aspirations of 6,599 rural high school students, a sample that included 428 students with learning disabilities (LD). Regardless of disability status, rural high school students who had negative perceptions of school had less well‐defined postsecondary educational plans and less often aspired to complete college or pursue an advanced degree. Compared to nondisabled youth, rural students with LD were more likely to have negative perceptions of school and lower postsecondary aspirations. However, students with LD who had positive perceptions of school more often planned to pursue postsecondary education and aspired to complete college or an advanced degree. Implications for research and interventions pertaining to the educational attainment of students with LD are discussed. 相似文献
106.
Deborah L. West Craig M. Peck Ulrich C. Reitzug Elizabeth A. Crane 《School Leadership & Management》2014,34(4):372-391
This study investigates how principals in a large US urban school district responded to two different superintendents who employed contrasting leadership styles and utilised divergent organisational schemes. We originally conducted interviews with principals in 2007, when the district's superintendent asserted fierce performance demands and limited principals’ site-based discretion in favour of protecting and exerting central office power. We conducted interviews again in 2013 after a new superintendent had relaxed school test score expectations and distributed the central office's previously tight, centralised control into largely self-directing sub-regions. Our findings demonstrate that superintendent change noticeably affected how principals understood and encountered accountability, autonomy and stress. To help make sense of our findings, we employ a three-part conceptual framework drawn from the study of educational leadership. We conclude by considering implications, including the notion that unrelenting stress has become a permanent part of the modern urban US principalship. 相似文献
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Soo Bin Jang 《Multicultural Perspectives》2018,20(2):117-121
Based on my reflections on “being a foreigner,” I explore the boundaries of citizenship education in this essay. I use my foreign identity to articulate how social justice education can perpetuate closed-mindedness in classrooms by moving too quickly to student activism. I situate my experiences and reflections on being a foreigner within previous conversations about notions of certainty and indoctrination in the field of education philosophy, and I make an argument to create a safe intellectual space for my students. Creating such space is not neglecting moral responsibility or perpetuating privilege but actually navigating through the binary between “us” and “them.” 相似文献
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