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Hugh Lauder Daphne Kounali Tony Robinson Harvey Goldstein 《International Journal of Educational Research》2010,49(2-3):49-68
This paper examines the role of social class and prior achievement composition effects on pupils’ progress and the judgements made about school performance. It finds that there are small but significant compositional effects on pupil progress raising questions about how pupils can best be allocated to schools. Comparisons between the official contextual value added model and one that includes composition variables show that school rankings are significantly changed in the latter suggesting that official value added analyses are misleading. This study, therefore, poses a fundamental challenge to policy makers over the determinants of pupil progress and school performance and the way schools are judged, pointing to the need for a re-appraisal of policy relating to these matters. 相似文献
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Jennifer Goldstein 《Journal of Personnel Evaluation in Education》2005,18(4):235-252
Scholars have argued that combining supervision and evaluation is a conflict of interest that will damage the coaching process.
Peer assistance and review (PAR) is an approach to the supervision and evaluation of teachers that runs counter to this argument,
as the coach charged with providing professional support to a new or struggling veteran teacher also plays a formal role in
that teacher’s summative personnel evaluation. This article presents data from a study of one urban school district in California
as it implemented a PAR program, asking: (1) To what degree do PAR mentees trust their coaches, who conduct both formative
and summative assessments? (2) How do PAR mentees who do not trust their coaches differ from those who do? Mentees’ trust
in their coaches was a point and a half higher than their lack of trust in their coaches, as self-reported on a 4-point Likert
scale. Those mentees who did not report a high degree of trust in their coaches were low-performing mentees. 相似文献
96.
C M Goldstein 《Bulletin of the Medical Library Association》1983,71(3):308-311
The development of integrated library systems is discussed. The four major discussion points are (1) initial efforts; (2) network resources; (3) minicomputer-based systems; and (4) beyond library automation. Four existing systems are cited as examples of current systems. 相似文献
97.
Harvey Goldstein 《Educational Measurement》1994,13(1):16-19
Why should we be concerned about “physics envy” as a feature of our approach to educational measurement? What are some limitations of current measurement models? Why should there be greater public participation in decisions regarding testing? 相似文献
98.
R. G. Tobin Sally Crissman Sue Doubler Hugh Gallagher Gary Goldstein Sara Lacy C. B. Rogers Judah Schwartz Paul Wagoner 《Journal of Science Education and Technology》2012,21(5):631-639
We report results and impressions from a three-day inquiry-based workshop for K-8 teachers, aimed at improving their understanding of energy from a science and engineering perspective. Results suggest that the teachers made significant gains in understanding and appreciation of important energy concepts, but their comprehension of some key ideas remained incomplete. The dissipation of energy into thermal energy of the environment proved to be a particularly difficult idea, and one that represents a serious obstacle to understanding the principle of the conservation of energy. 相似文献
99.
ABSTRACT At the University of Connecticut, Learning Commons were created at each of the five regional campuses as was reported in the Journal of Library Administration (Dryden & Roseman, 2010). This article will discuss the further evolution of the commons at each campus, based on a variety of assessment methods that were undertaken. These included technology surveys, online space assessment surveys, focus groups, marketing surveys, and virtual focus groups. This article shares assessment models which may be useful for the evaluation of learning commons at other academic libraries. 相似文献
100.
Lisa S. Goldstein 《International journal of qualitative studies in education》2013,26(5):517-530
In this article I use my own problematic experience as a well-intentioned educational researcher to highlight some of the dilemmas and complexities of collaboration with classroom teachers. Engaged in an otherwise pleasant and productive research project in partnership with a primary grade teacher, I experienced deep methodological difficulties linked to the ethical heart of collaborative research. Given that this model - university-based researchers entering into "collaborative" research relationships with classroom teachers - is becoming an increasingly prevalent strategy, it is important to consider fully the potential challenges and obstacles we might face in these relational research contexts. 相似文献