全文获取类型
收费全文 | 287篇 |
免费 | 5篇 |
专业分类
教育 | 250篇 |
科学研究 | 9篇 |
各国文化 | 5篇 |
体育 | 4篇 |
文化理论 | 2篇 |
信息传播 | 22篇 |
出版年
2023年 | 2篇 |
2022年 | 2篇 |
2020年 | 9篇 |
2019年 | 9篇 |
2018年 | 8篇 |
2017年 | 14篇 |
2016年 | 9篇 |
2015年 | 10篇 |
2014年 | 7篇 |
2013年 | 71篇 |
2012年 | 4篇 |
2011年 | 9篇 |
2010年 | 6篇 |
2009年 | 8篇 |
2008年 | 9篇 |
2007年 | 6篇 |
2006年 | 5篇 |
2005年 | 4篇 |
2004年 | 3篇 |
2003年 | 4篇 |
2001年 | 3篇 |
2000年 | 4篇 |
1999年 | 2篇 |
1996年 | 3篇 |
1995年 | 2篇 |
1994年 | 3篇 |
1992年 | 6篇 |
1991年 | 3篇 |
1990年 | 2篇 |
1989年 | 3篇 |
1988年 | 3篇 |
1987年 | 5篇 |
1986年 | 3篇 |
1985年 | 5篇 |
1984年 | 5篇 |
1983年 | 2篇 |
1982年 | 3篇 |
1981年 | 4篇 |
1980年 | 4篇 |
1979年 | 5篇 |
1978年 | 2篇 |
1977年 | 3篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1968年 | 1篇 |
1967年 | 2篇 |
1966年 | 2篇 |
1930年 | 1篇 |
1924年 | 1篇 |
1875年 | 2篇 |
排序方式: 共有292条查询结果,搜索用时 78 毫秒
121.
The authors argue that the usefulness and legitimacy of measuring student growth depend upon the purpose for which the scores will be used. The investigator or instructor should not attempt to discriminate among individual students on the basis of gain scores because of the unreliability of such scores. The ranking of students in terms of gains is almost always too unreliable to be useful or defensible. On the other hand, the problem of unreliability creates much less difficulty when one is interested in measuring overall treatment effectiveness or in discriminating among situations rather than individuals. The authors conclude that there are many situations in education in which the measurement of student growth is possible, justifiable, and informative. 相似文献
122.
William M. Reynolds 《Psychology in the schools》1979,16(1):77-79
The Slosson Intelligence Test, unlike most current measures of intelligence, uses a ratio method of mental age divided by chronological age to obtain an IQ score. Due to this, standard deviations are not stable across age levels and present a problem in diagnosing mental retardation. The Slosson Test Manual provides information whereby an overall test standard deviation of approximately 25 points is obtained. This is reviewed in respect to current criteria for the classification of mental retardation. It is concluded that the Slosson is inappropriate for use in the diagnosis of mental retardation. 相似文献
123.
124.
Henry Nsubuga Kiwanuka Jan Van Damme Wim Van Den Noortgate Dickson Nkafu Anumendem Gudrun Vanlaar Chandra Reynolds 《School Effectiveness & School Improvement》2017,28(1):1-21
This study investigated the effects of student and classroom characteristics on math self-confidence, perceived usefulness, and enjoyment of mathematics as multiple outcomes. A sample of 7th-grade students from 78 classes of 49 schools was studied. The data were collected using, among other instruments, an attitude questionnaire. The results of the multivariate multilevel analysis showed that the variance of the 3 indicators was situated mostly at the student level, and that the indicators correlated strongly at the class level. Higher prior mathematics achievement and positive parental beliefs and attitudes were significant predictors of higher scores across the 3 indicators. Each of the baseline indicators was significantly associated with its corresponding final indicator. At the classroom level, classroom assessment was significantly associated with less endorsement of all 3 indicators, higher levels of classroom modeling with greater endorsement of perceived usefulness of mathematics, and classroom questioning with greater enjoyment of mathematics. 相似文献
125.
Jennifer L. Reynolds E. Andrew Pitchford Janet L. Hauck Leah R. Ketcheson Dale A. Ulrich 《Journal of educational and psychological consultation》2016,26(2):166-185
Bicycle riding is a functional motor skill that increases physical activity opportunities, social interaction, and independence. However, bicycle riding is difficult for youth with autism spectrum disorder (ASD) to learn. This study examined the effectiveness of home-support consultation (HSC) on increasing the maintenance of independent bicycle riding following initial skill acquisition. Fifty-one youth with a confirmed ASD diagnosis learned to ride a two-wheeled bicycle during a training camp. Twenty-nine riders enrolled in a HSC intervention to promote distributed practice of the learned skill. The control cohort (N = 22) was exempt from the HSC intervention. One year following initial skill acquisition, 62.07% of the HSC cohort compared to 36.36% of the control cohort still reportedly displayed the skill. Within the HSC cohort, riders who reported at least 8 weeks of practice following acquisition on average maintained the skill. Implications of home consultation are discussed. 相似文献
126.
The purpose of this study was to investigate the effects of limited oral and physical teacher intervention on object manipulation by preschool and early elementary children. The population consisting of 70 children, three, four, five, and six years old from two preschools and two kindergarten classes were randomly assigned to control and experimental groups. Children were observed as they manipulated magnets in classroom settings. Experimental students had the objects placed in their hands and were orally invited to explore. Results showed that there were significant differences between the groups in total time spent with the objects, number of activities performed, and cognitive level of operation. No significant differences were found in the number of contacts or in the interactive effects of treatment and testing day. The findings suggest that teacher roles may have an effect on student exploration and quality of interaction with unfamiliar objects. 相似文献
127.
A. K. Petersen J. H. Reynolds L. W.T. Ng 《European Journal of Engineering Education》2008,33(5-6):499-510
The highest rate of accidents and injuries in British industries has been reported by the construction industry during the past decade. Since then stakeholders have recognised that a possible solution would be to inculcate a good attitude towards health and safety risk management in undergraduate civil engineering students and construction professionals. Consequently, the four accreditation bodies that accredit construction degrees have improved coverage of health and safety risk management. The key issue has now shifted to ensure that Higher Education Centres deliver these requirements. This paper demonstrates innovative assessment methods that have been used to inculcate a safety conscious attitude into undergraduate civil engineering students, and to improve their knowledge of health and safety risk management. Surveys were administered to the students before and after they were subjected to innovative assessment techniques over two semesters in the construction management units. The analyses of the results of the surveys are provided to demonstrate the degree of improvement in the attitude of the students towards, and their knowledge of, health and safety risk management. 相似文献
128.
This paper explores teachers’ decision making by examining the topics that 11 history teachers from 10 schools in England chose to teach and how they approached teaching these topics. Data were gathered from curriculum documents and semi-structured interviews in which teachers’ topic choices and approaches to history were explored. Most teachers adopted a disciplinary approach to history teaching but one focused on analytical structures rather than processes. Additionally the findings suggest a large degree of uniformity in the topics chosen despite the freedom provided within the policy documents for history teaching in England. Few teachers had given much consideration to approaches that demonstrate the ‘usability’ of history for young people. This suggests a need to engage teachers more fully in robust curriculum debates given their central role in enacting curricula. 相似文献
129.
Teacher education programs attempt to prepare preservice teachers for the various challenges faced in the classroom. One particular challenge new teachers face is how to handle unsuccessful practices. This paper argues that confronting ineffective practices require that teachers respond to complex and dynamic challenges, making change difficult when solutions are not readily available. Presenting data from case-study research, the paper uses an identity framework and positioning theory to explore how two novice teachers navigate moments of unsuccessful practice. Findings suggest that when teachers confronted ineffective practices they repositioned their teacher identities in ways that depended on the ideologies of their school. The paper concludes with implications about the importance of extending typical reflective practices of teacher education with video analysis that challenges students to examine how they enact teacher identities over time within the figured world of their school. 相似文献
130.
This study investigated the contributions of 5 mechanisms to the effects of preschool participation in the Child-Parent Centers for 1,404 low-income children in the Chicago Longitudinal Study. Based on a matched-group design, preschool participation was associated with significantly higher rates of educational attainment and lower rates of juvenile arrest. LISREL analysis revealed that the primary mediators of effects for both outcomes were attendance in high-quality elementary schools and lower mobility (school support hypothesis), literacy skills in kindergarten and avoidance of grade retention (cognitive advantage hypothesis), and parent involvement in school and avoidance of child maltreatment (family support hypothesis). The model accounted for 58% and 79% of the preschool links with school completion and juvenile arrest, respectively. The maintenance early intervention effects are influenced by many alterable factors. 相似文献