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151.
Multidimensional item response theory (MIRT) provides an ideal foundation for modeling performance in complex domains, taking into account multiple basic abilities simultaneously, and representing different mixtures of the abilities required for different test items. This article provides a brief overview of different MIRT models, and the substantive implications of their differences for educational assessment. To illustrate the flexibility and benefits of MIRT, three application scenarios are described: to account for unintended multidimensionality when measuring a unidimensional construct, to model latent covariance structures between ability dimensions, and to model interactions of multiple abilities required for solving specific test items. All of these scenarios are illustrated by empirical examples. Finally, the implications of using MIRT models on educational processes are discussed. 相似文献
152.
ABSTRACTThe study presented in the paper has the following goals. The first is to review and compare teacher competence frameworks developed in Eastern (Chinese) and Western (German) contexts, exemplified for the domain of mathematics. Major similarities of the two contexts could be reconstructed in the conceptualization of teacher competence as a multidimensional construct comprising knowledge, teaching-related skills and beliefs. Distinct differences could be identified as well, with the Chinese frameworks including a wider range of teacher-competence facets and emphasizing more teaching-related competencies than the Western (German) frameworks. The second purpose is to adapt and validate a German framework of the measurement of mathematics teacher competence in a Chinese context. This adaptation and validation uses exemplarily mathematics teacher, in detail follow-up-studies of the international Teacher Education and Development Study: Learning to Teach Mathematics (TEDS-M). With the integration of a qualitative approach (e.g. elemental validity) and a quantitative approach (e.g. construct validity) to validate the framework, the results of both approaches suggest a satisfactory validity for the adaptation. Overall, the results point out that the examined teacher competence framework and its instruments can be used for comparative analyses in Germany and China. 相似文献
153.
Dr. Johannes Giesinger 《Zeitschrift für Erziehungswissenschaft》2009,12(2):170-187
One of the controversial points in the debate on schools choice is the problem of educational justice. Does the introduction of choice schemes decrease or increase social inequality within the education system? The objective of this contribution, which leads on from current debates in Anglo-Saxon moral and educational philosophy, is not to answer this question, but to analyze the apparent dissent. The role of normative principles and empirical assumptions on the situation will be investigated. 相似文献
154.
Jeannette Allis Bastian 《Archival Science》2006,6(3-4):267-284
Analyzes attitudes and use of archives by post-colonial scholars who find that colonial records offer the voices of the master
narrative but do not reflect the voices of the oppressed and voiceless. Argues that framing records within social provenance
and a ‘community of records’ offers archival solutions to the dilemmas of locating all voices within the spaces of records.
“As for what we were like before we met you, I no longer care. No periods of time over which my ancestor held sway, no documentation
of complex civilizations, is any comfort to me. Even if I really came from people who were living like monkeys in trees, it
was better to be that than what happened to, me, what I became after I met you.”
Jamaica Kincaid, A Small Place 相似文献
155.
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158.
Johannes Drerup 《Educational Philosophy and Theory》2018,50(14):1358-1359
159.
Data from the Minnesota Family Investment Program and the New Hope demonstration were used to determine whether experimental effects of antipoverty policies differ by parents' risk for nonemployment. Using propensity score analysis, increases in employment and income were largest in the harder-to-employ halves of both samples. However, only children in the moderately hard-to-employ quartiles (50th to 75th percentile) consistently showed improvements in school and behavior outcomes. The very-hardest-to-employ 25% experienced decreases in school engagement, and increases in aggressive behaviors, despite substantial increases in parental employment and income. In this group, increases in maternal depression, reductions in regular family routines, and smaller increases in job stability and center-based child care occurred. These factors may have counteracted the potential benefits of increased income on children. 相似文献
160.