全文获取类型
收费全文 | 259篇 |
免费 | 5篇 |
专业分类
教育 | 213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
2022年 | 2篇 |
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 | 60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 | 5篇 |
2003年 | 4篇 |
2002年 | 4篇 |
2001年 | 4篇 |
1997年 | 3篇 |
1995年 | 2篇 |
1994年 | 3篇 |
1993年 | 4篇 |
1992年 | 3篇 |
1991年 | 4篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 5篇 |
1987年 | 4篇 |
1986年 | 4篇 |
1985年 | 3篇 |
1984年 | 4篇 |
1982年 | 2篇 |
1981年 | 4篇 |
1980年 | 5篇 |
1978年 | 5篇 |
1977年 | 2篇 |
1976年 | 3篇 |
1975年 | 2篇 |
1974年 | 8篇 |
1973年 | 5篇 |
1971年 | 4篇 |
1970年 | 4篇 |
1969年 | 2篇 |
1968年 | 4篇 |
1967年 | 7篇 |
1966年 | 3篇 |
1899年 | 2篇 |
排序方式: 共有264条查询结果,搜索用时 15 毫秒
21.
H. Jerome Freiberg T. A. Stein Shwu‐yong Huang 《Educational Research and Evaluation》2013,19(1):36-66
ABSTRACT As part of a study of the life‐cycle of inner‐city schools, the achievement of elementary school students (on MAT6 and TEAMS tests) who had teachers trained in a classroom management program in one school were compared with students in a comparison school during a four‐year period. Students at Madison Elementary School showed statistically greater achievement gains on both nationally normed achievement tests (MAT6) and on state criterion‐referenced achievement battery than students at the comparison school in each of three years. The overall effect size due to program treatment on the MAT6 test scores was large, ranging from .43 (1986–87) and .83 (1987–88) during intervention to .73 (1988–89) after intervention. Similar results were found in the TEAMS test associated with the program intervention with overall effect size of 1.02 (1987–88) and .78 (1988–89) in mathematics, .68 and .77 in reading, and .59 and .77 in writing for the respective years. On measures of learning environment, in a post hoc analysis (1990–91), students at Madison perceived their environment to be significantly more positive than comparison students. Teacher and principal interviews during and after the intervention periods provided contextual guidance for the findings. 相似文献
22.
23.
Shelly Kagan 《大学生》2013,(Z1):110
正我们许多人的理想目标和理想人生都最终会与谋生相关。我想努力学习,为了考上好大学,找个好工作,有房有车,事业有成。但是思考一下:如果,人们不需要工作呢?如果把谋生去除在理想之外呢?如果世界上有这样一个理想的国度,与柏拉图的乌托邦不同,在那里,每个人都不必工作。工人不必做工,只要打个响指任务就会自动完成;学生不必学习,只要吃下药片就能获得相应的知识和技能;科学家、哲学家也不必思考,因为所有的科学问题和哲学问题都被解决了。 相似文献
24.
25.
26.
27.
28.
29.
Jerome P. Lysaught Robert G. Pierleoni 《Educational technology research and development : ETR & D》1970,18(1):5-24
Conclusions In essence, this study has completed a triad of efforts to identify and weigh factors critical to the proper selection of
individuals for training as self-instructional programers. It would now appear that we have reliable measures that can be
used as guidelines. The most powerful of these selection criteria is the combined Otis IQ and Watson-Glaser Critical Thinking
scores. It was found in the 1963 study that these two scores, working in concert, were more powerful and sensitive than either
working alone. This result was confirmed in the present study with the finding of significance beyond the 001 level, indicating
that the difference could be attributed to chance in only one case out of one thousand. In Figure 1, we find a representation
of the utility of this predictor in assessing the success of programers in the upper and lower quartiles. Using figures to
be explained below, we sought to determine whether a combined score of 187 or less would indicate failure while a combined
score of 207 or more would indicate success.
The research reported herein was supported by the Cooperative Research Program of the Office of Education, U. S. Department
of Health, Education, and Welfare. Cooperative Research Project No. OEC-1-7-068407-0286. 相似文献
30.
Jerome V. D’Agostino Waverely Hester VanWinkle 《Educational Assessment, Evaluation and Accountability》2007,20(1-2):65-84
Paper–pencil teacher tests of professional knowledge typically are organized around the conventional dimensions that define state teaching standards, such as classroom management and assessment. We examined if such tests could be partitioned into three other dimensions (general knowledge, academic or textbook knowledge, and functional teaching knowledge), and if these dimensions (1) identified between those who did and did not receive teacher preparation, and (2) predicted teaching competence. A teacher test was given to advanced and beginning education majors, and non-majors. We found that advanced education majors and non-majors differed mostly on academic knowledge, but that functional knowledge predicted competence to the greatest extent. A variety of useful information can be gleaned from teacher tests if subscores of these dimensions are generated. 相似文献