全文获取类型
收费全文 | 231篇 |
免费 | 5篇 |
专业分类
教育 | 178篇 |
科学研究 | 11篇 |
各国文化 | 2篇 |
体育 | 31篇 |
文化理论 | 1篇 |
信息传播 | 13篇 |
出版年
2024年 | 1篇 |
2023年 | 2篇 |
2022年 | 1篇 |
2021年 | 9篇 |
2020年 | 8篇 |
2019年 | 13篇 |
2018年 | 18篇 |
2017年 | 10篇 |
2016年 | 21篇 |
2015年 | 11篇 |
2014年 | 7篇 |
2013年 | 31篇 |
2012年 | 6篇 |
2011年 | 4篇 |
2010年 | 5篇 |
2009年 | 5篇 |
2008年 | 3篇 |
2006年 | 10篇 |
2004年 | 1篇 |
2003年 | 3篇 |
2002年 | 5篇 |
2001年 | 1篇 |
2000年 | 3篇 |
1999年 | 3篇 |
1998年 | 7篇 |
1997年 | 6篇 |
1995年 | 11篇 |
1994年 | 7篇 |
1992年 | 5篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 3篇 |
1985年 | 1篇 |
1983年 | 3篇 |
1981年 | 2篇 |
1980年 | 5篇 |
1979年 | 2篇 |
排序方式: 共有236条查询结果,搜索用时 31 毫秒
81.
Conclusion The AECT Project builds on ISTE’s groundbreaking work in the development of technology standards for teachers. The Project
adds specificity and has developed a comprehensive set of tools for pre-service teacher education. Teacher educators can use
these tools to ensure that their graduates leave with the technology skills needed for their selected teaching specialty.
The commitment and leadership demonstrated by the U.S. Department of Education in offering the Preparing Tomorrow’s Teachers
for Technology program has earned their leaders our respect. Through this program the AECT Project has been able to develop
tools and can now offer them at no cost to institutions of higher education. The PT3 Program has galvanized educators across
America, has helped to create important, ongoing collaborations, and has helped to instill an unprecedented mass consciousness
valuing educational change. The partners in the AECT Project are proud to have this opportunity to contribute, in important
ways, to technology integration in teacher education. We are honored to join with all of the other PT3 Projects from across
the Nation in creating teaching and learning opportunities that will shape our educational systems in the 21st century. We
welcome other teacher education institutions and professional associations as partners as we move ahead. For more information,
please contact us through our Website athttp://aect.org/pt3, or send email to us ataect@psu.edu 相似文献
82.
83.
Kyle Gray Katharine Owens Xin Liang David Steer 《Journal of Science Education and Technology》2012,21(3):392-402
To date, research to date on personal response systems (clickers) has focused on external issues pertaining to the implementation
of this technology or broadly measured student learning gains rather than investigating differences in the responses themselves.
Multimedia learning makes use of both words and pictures, and research from cognitive psychology suggests that using both
words and illustrations improves student learning. This study analyzed student response data from 561 students taking an introductory
earth science course to determine whether including an illustration in a clicker question resulted in a higher percentage
of correct responses than questions that did not include a corresponding illustration. Questions on topics pertaining to the
solid earth were categorized as illustrated questions if they contained a picture, or graph and text-only if the question only contained text. For each type of question, we calculated the percentage of correct responses for each
student and compared the results to student ACT-reading, math, and science scores. A within-groups, repeated measures analysis
of covariance with instructor as the covariate yielded no significant differences between the percentage of correct responses
to either the text-only or the illustrated questions. Similar non-significant differences were obtained when students were
grouped into quartiles according to their ACT-reading, -math, and -science scores. These results suggest that the way in which
a conceptest question is written does not affect student responses and supports the claim that conceptest questions are a
valid formative assessment tool. 相似文献
84.
Jerome Pine Pamela Aschbacher Ellen Roth Melanie Jones Cameron McPhee Catherine Martin Scott Phelps Tara Kyle Brian Foley 《科学教学研究杂志》2006,43(5):467-484
A large number of American elementary school students are now studying science using the hands‐on inquiry curricula developed in the 1990s: Insights; Full Option Science System (FOSS); and Science and Technology for Children (STC). A goal of these programs, echoed in the National Science Education Standards, is that children should gain “abilities to do scientific inquiry” and “understanding about scientific inquiry.” We have studied the degree to which students can do inquiries by using four hands‐on performance assessments, which required one or three class periods. To be fair, the assessments avoided content that is studied in depth in the hands‐on programs. For a sample of about 1000 fifth grade students, we compared the performance of students in hands‐on curricula with an equal number of students with textbook curricula. The students were from 41 classrooms in nine school districts. The results show little or no curricular effect. There was a strong dependence on students' cognitive ability, as measured with a standard multiple‐choice instrument. There was no significant difference between boys and girls. Also, there was no difference on a multiple‐choice test, which used items released from the Trends in International Mathematics and Science Study (TIMSS). It is not completely clear whether the lack of difference on the performance assessments was a consequence of the assessments, the curricula, and/or the teaching. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 467–484, 2006 相似文献
85.
86.
87.
88.
89.
90.
Kyle L. Snow 《Early education and development》2006,17(1):7-41
Recent interest and investment in early childhood education as a means of promoting children's school readiness has prompted the need for clear definitions of school readiness. Traditionally school readiness has been viewed within a maturationist frame, based on a chronological set-point, which led to the emergence of readiness testing. Following a brief review of this literature, this article provides an overview of the conceptual and practical considerations that must be given to such a definition. Among conceptual concerns are the lack of agreement about the key components of school readiness and theoretical models to connect them. Also of concern is the need to consider multiple purposes of assessment, and the appropriate use of assessments. Practical considerations include the need to incorporate multiple stakeholders' views in a definition, the availability of adequate measurement tools and how resultant data can be used. The article closes with a discussion of possible future directions by laying out a series of assumptions about the nature of school readiness. 相似文献