全文获取类型
收费全文 | 229篇 |
免费 | 5篇 |
专业分类
教育 | 183篇 |
科学研究 | 13篇 |
各国文化 | 4篇 |
体育 | 5篇 |
文化理论 | 2篇 |
信息传播 | 27篇 |
出版年
2020年 | 4篇 |
2019年 | 6篇 |
2018年 | 5篇 |
2017年 | 9篇 |
2016年 | 6篇 |
2015年 | 3篇 |
2014年 | 4篇 |
2013年 | 59篇 |
2012年 | 4篇 |
2011年 | 5篇 |
2010年 | 5篇 |
2009年 | 2篇 |
2008年 | 8篇 |
2007年 | 2篇 |
2006年 | 4篇 |
2005年 | 3篇 |
2004年 | 3篇 |
2003年 | 4篇 |
2002年 | 4篇 |
2001年 | 3篇 |
1998年 | 2篇 |
1997年 | 3篇 |
1994年 | 3篇 |
1993年 | 4篇 |
1992年 | 3篇 |
1991年 | 3篇 |
1988年 | 2篇 |
1987年 | 2篇 |
1986年 | 4篇 |
1985年 | 3篇 |
1984年 | 4篇 |
1981年 | 4篇 |
1980年 | 4篇 |
1978年 | 4篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1975年 | 2篇 |
1974年 | 6篇 |
1973年 | 5篇 |
1971年 | 2篇 |
1970年 | 3篇 |
1969年 | 1篇 |
1968年 | 3篇 |
1967年 | 6篇 |
1966年 | 1篇 |
1942年 | 1篇 |
1933年 | 1篇 |
1923年 | 1篇 |
1920年 | 1篇 |
1899年 | 2篇 |
排序方式: 共有234条查询结果,搜索用时 15 毫秒
181.
Singh JA 《Endeavour》2008,32(1):5-9
It is a decade since the exposure of Project Coast, apartheid South Africa's covert chemical and biological warfare program. In that time, attention has been focused on several aspects of the program, particularly the production of narcotics and poisons for use against anti-apartheid activists and the proliferation of both chemical and biological weapons. The eugenic dimension of Project Coast has, by contrast, received scant attention. It is time to revisit the testimony that brought the suggestion of eugenic motives to light, reflect on some of the Truth and Reconciliation Commission's findings and search for lessons that can be taken from this troubled chapter in South Africa's history. 相似文献
182.
This study examined the effects of different types of reinforcement on the performance of black males who had been diagnosed as being mildly mentally retarded, using the WISC-R. After each correct response, participants were given no reinforcement, a candy reward, traditional social reinforcement, or culturally relevant social reinforcement. Children given tangible or culturally relevant rewards obtained significantly higher scores than did children given either no reinforcement or traditional social reinforcement. 相似文献
183.
Brian E. Clauser Michael Kane Jerome C. Clauser 《Journal of Educational Measurement》2020,57(2):216-229
An Angoff standard setting study generally yields judgments on a number of items by a number of judges (who may or may not be nested in panels). Variability associated with judges (and possibly panels) contributes error to the resulting cut score. The variability associated with items plays a more complicated role. To the extent that the mean item judgments directly reflect empirical item difficulties, the variability in Angoff judgments over items would not add error to the cut score, but to the extent that the mean item judgments do not correspond to the empirical item difficulties, variability in mean judgments over items would add error to the cut score. In this article, we present two generalizability-theory–based analyses of the proportion of the item variance that contributes to error in the cut score. For one approach, variance components are estimated on the probability (or proportion-correct) scale of the Angoff judgments, and for the other, the judgments are transferred to the theta scale of an item response theory model before estimating the variance components. The two analyses yield somewhat different results but both indicate that it is not appropriate to simply ignore the item variance component in estimating the error variance. 相似文献
184.
185.
186.
Jerome Clarke Hunsaker 《Journal of The Franklin Institute》1942,234(2):133-136
187.
188.
Welsh Richard Graham Jerome Williams Sheneka 《Educational Assessment, Evaluation and Accountability》2019,31(3):315-347
Educational Assessment, Evaluation and Accountability - With the passage of the Every Student Succeeds Act, states have increased latitude over school improvement and accountability policies. At... 相似文献
189.
Correlations between the WISC-R Full, Verbal, Performance, and Freedom from Distractibility Scale IQs, WISC-R subtest scaled scores, and Wide Range Achievement Test Reading, Spelling, and Arithmetic standard scores were computed for a sample of 114 children (64 boys, 50 girls), aged 6 to 16 years, who were referred for psychological evaluation because of academic or learning difficulties. The Full Scale IQ, Verbal Scale IQ, and Freedom from Distractibility IQ correlated moderately with the three achievement area standard scores (rs of .48 to .59). However, the Performance Scale IQ correlated minimally with reading and spelling scores (rs of .26 and .27), but moderately with arithmetic scores (r = .40). The results support the concurrent validity of the WISC-R. 相似文献
190.