全文获取类型
收费全文 | 238篇 |
免费 | 5篇 |
专业分类
教育 | 190篇 |
科学研究 | 13篇 |
各国文化 | 5篇 |
体育 | 5篇 |
文化理论 | 2篇 |
信息传播 | 28篇 |
出版年
2021年 | 2篇 |
2020年 | 4篇 |
2019年 | 6篇 |
2018年 | 6篇 |
2017年 | 9篇 |
2016年 | 7篇 |
2015年 | 3篇 |
2014年 | 4篇 |
2013年 | 64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 | 3篇 |
2001年 | 4篇 |
1997年 | 3篇 |
1994年 | 4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 | 7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243条查询结果,搜索用时 15 毫秒
21.
22.
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
23.
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
24.
25.
Temperament and the Reactions to Unfamiliarity 总被引:10,自引:1,他引:10
Jerome Kagan 《Child development》1997,68(1):139-143
The begavioral reaction to unfamiliar events are basic pheomena in all vertebrates, Four month-old injants who show a low threshold to become distressed and motorically aroused to unfamiliar stimuli are likely than others to become fearful and subdued during early childhood, whereas infants who show a high arousal threshold are more likely to become bold and sociable. After presenting some developmental correlates and thrajectories of these 2 temperamental biases, I consider their implication for psychopathology and the relation between propositions containing psychological and biological concepts. 相似文献
26.
Robert N. Emde Robert Plomin JoAnn Robinson Robin Corley John DeFries David W. Fulker J. Steven Reznick Joseph Campos Jerome Kagan Carolyn Zahn-Waxler 《Child development》1992,63(6):1437-1455
200 pairs of twins were assessed at 14 months of age in the laboratory and home. Measures were obtained of temperament, emotion, and cognition/language. Comparisons between identical and fraternal twin correlations suggest that individual differences are due in part to heritable influences. For temperament, genetic influence was significant for behavioral observations of inhibition to the unfamiliar, tester ratings of activity, and parental ratings of temperament. For emotion, significant genetic influence was found for empathy and parental ratings of negative emotion. The estimate of heritability for parental report of expression of negative emotions was relatively high, whereas that for expression of positive emotions was low, a finding consistent with previous research. For cognition and language, genetic influence was significant for behavioral indices of spatial memory, categorization, and word comprehension. Shared rearing environment appears influential for parental reports of language and for positive emotions, but not for other measures of emotion or for temperament. 相似文献
27.
Jerome Kagan 《Interchange》1971,2(2):12-22
This paper discusses some of the basic cognitive units and processes involved in intellective functioning. It suggests that the basic units, consist of schemata, images, symbols, concepts, and rules and that motor action does not have to be an accompaniment to the acquisition of some of these cognitive structures. Comprehension, memory, generation of solution hypotheses, evaluation, and implementation are offered as the basic cognitive processes and some suggestions are made that may be helpful to the teacher. It is argued that the concept of intelligence has no explanatory meaning and that the components that are selected to characterize the intelligent child will change over culture and history. It is urged that communities and educators adopt a relativistic attitude toward the familial or educational experiences that promote optimal growth, for it is not possible to specify the correct set of experiences unless one simultaneously notes the cultural demands the child will encounter.
Preparation of this paper was supported by grants from NICHD (HD04299), U.S. Public Health Service, and from the Carnegie Corporation of New York. 相似文献
Résumé L'auteur traite de certains procédés cognitifs de base qui font partie de la fonction intellectuelle. Il suggère que les structures de base consistent en schémas, images, symboles, concepts, et règles et que l'action motrice n'est pas nécessaire à l'acquisition de certains de ces structures cognitives. L'auteur considère la compréhension, la mémoire, les hypothèses de solution, l'évaluation, et l'exécution comme les procédés cognitifs de base; il offre quelques suggestions qui peuvent aider l'instituteur. L'auteur affirme que le concept de l'intelligence n'a pas de sens explicatif et que les traits qu'on choisit pour caractériser l'enfant intelligent changeront selon la culture et l'histoire. L'auteur propose que les communautés et les éducateurs adoptent une attitude relativiste envers les expériences familiales ou éducatives qui promeuvent le développement optimal, car il est impossible de préciser les expériences correctes à moins qu'on ne note en même temps les exigences culturelles que l'enfant rencontrera.
Preparation of this paper was supported by grants from NICHD (HD04299), U.S. Public Health Service, and from the Carnegie Corporation of New York. 相似文献
28.
Jerome Idiegbeyan-Ose Ayotunde Owolabi Chidi Segun-Adeniran Ayooluwa Aregbesola Sola Emmanuel Owolabi Toluwani Eyiolorunshe 《Public Library Quarterly》2019,38(1):103-115
One of the bedrock of Sustainable Development Goals (SDGs) is eradication of poverty and hunger. In an attempt to actualize this goal, the role of public libraries in information provision to agricultural extension agents in Nigeria becomes paramount. This paper discusses provision of information to agricultural extension agents in a developing country. It starts with the concept of extension agents and the essence of information provision to them. It further discusses types, sources and challenges of public libraries in information provision to agricultural extension workers in a developing country. Some of the challenges are as follows: poor funding of public libraries, demotivated staff, and so on. Based on these discussions, the paper recommended adequate training and retraining of staff, adequate funding of public libraries by the federal, state and local government, the revitalization of the abandoned mobile library services among others. The paper therefore concludes that information provision to agricultural extension agents by public library is very crucial for national development. The current state of poverty, hunger and lack in Nigeria and some other African countries could be reduced to a great extent if current, relevant and up-to-date information are provided by libraries to the concerned agencies. 相似文献
29.
Jerome M. Shaw 《科学教学研究杂志》1997,34(7):721-743
In recent years, at the same time that performance assessments in science have become more popular, the number of English language learners (ELLs) (i.e., students whose native language is other than English) served by the U.S. educational system has also increased rapidly. While the research base is growing in each of these areas independently, little attention has been paid to their intersection. This case study of the use of a science performance assessment with 96 ELLs in five high school science classes investigated the face, construct, and consequential validity of this intersection. Qualitative and quantitative data analyses showed that both teachers and students had an overall favorable response to the assessment, although students' English comprehension and expression skills were determining factors for certain items. While most responses were reliably scored, ELL spelling and syntax on certain responses were significant sources of error. The degree of specificity of teachers' guidance also significantly affected students' scores. Recommendations from this study include increasing the clarity of an assessment's design, allowing ELLs more time to complete assessments, and scoring by raters who are knowledgeable about typical patterns in written English for this student population. Furthermore, it is recommended that the use of performance assessments with ELLs be exploratory until such time as their validity and reliability with this population can be more adequately established. J Res Sci Teach 34: 721–743, 1997. 相似文献
30.
The Slosson Intelligence Test (revised norms) (SIT) and the WISC-R were compared in two samples of children. In the first sample, there were 34 black and 27 white rural Southeastern Alabama children being considered for special education classes. In the second sample, there were 4 black and 81 white suburban Alabama children being considered for classes for the talented and gifted. In both samples, correlations between the SIT IQ and WISC-R Full Scale IQ were significant (rs of .70 and .48, respectively). However, in the special education sample, SIT IQs were significantly higher than WISC-R Full Scale IQs by about 7 points. The results from both samples provide a moderate degree of support for the concurrent validity of the revised SIT norms, using the WISC-R as the criterion. However, the IQs on the two tests may not be interchangeable. 相似文献