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Jackie Marsh Lydia Plowman Dylan Yamada-Rice Julia Bishop Fiona Scott 《Early Years: An International Journal of Research and Development》2016,36(3):242-253
AbstractThis paper draws on an ESRC-funded study of play and creativity in preschool-aged children’s use of apps in the UK. The main objectives of the study were to collect information about access to and use of apps in the home, establish the most popular apps and identify the features of those apps that are successful in promoting play and creativity. A mixed-method approach was used to collect data, including video filming of children using the most popular apps. In identifying play types that emerged in the analysis of data, the team utilised an established taxonomy, which outlines sixteen play types. This taxonomy was reviewed and adapted to analyse data from the project relating to digital play. Through this process, an additional type of play, transgressive play, was identified and added to the taxonomy. The paper outlines the implications of the revised taxonomy for future studies of play. 相似文献
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The use of peer assessment (PA) as an alternative form of evaluation method is reported to be helpful in learning and is increasingly
being adopted in higher education settings. Through collecting data from 280 university students in Taiwan, a 20-item instrument
was developed to investigate university students’ attitudes toward and perceptions of PA and online PA. Four subscales, Positive
Attitudes, Online Attitudes, Understanding-and-Action, and Negative Attitudes, were extracted and reliabilities were calculated.
Results revealed that participating students held positive attitudes toward the use of PA activities, but they viewed online
PA as a technical tool to facilitate assessment processes, rather than as a learning aid. Male students had more positive
attitudes toward PA than females did, and students with previous PA experiences had less negative attitudes toward PA. A majority
of these students suggested that the PA score should be counted as a small part of the total course grade, and there was an
effect of the perceived importance of PA score on students’ attitudes toward these four subscales. 相似文献
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This article presents a citation analysis of articles published in 2011 from 11 kinesiology journals. The results of the citation analysis of 11 kinesiology journals are compared to a citation analysis of articles published in 2011 by faculty in the School of Kinesiology, University of Michigan. Comparing the four areas of kinesiology, Movement Science, Athletic Training, Sports Management, and Physical Education, the results show that articles published in Movement Science and Athletic Training cited a higher percentage of journal articles than articles published in Sports Management and Physical Education. While some of the materials cited went as far back as 1874, the mean age ranged from 1996 to 2004. Human Kinetics was the most cited publisher and the American Journal of Sports Medicine was the most cited journal. The University of Michigan Library owns 75% of the materials cited in the publications cited by School of Kinesiology faculty. Faculty in the School of Kinesiology cited many textbooks, a format not actively collected by the library before this analysis. 相似文献
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Ou Lydia Liu 《教育实用测度》2013,26(3):235-255
The TOEFL® iBT has increased the length of each reading passage to better approximate academic reading at North American universities, resulting in a reduction in the number of passages on the reading section of the test. One of the concerns brought about by this change is whether the decrease in topic variety increases the likelihood that an examinee's familiarity with the content of a given passage will influence the examinee's reading performance. This study investigated differential item functioning and differential bundle functioning for six TOEFL® iBT reading passages (N?=?8,692), three involving physical science and three involving cultural topics. The majority of items displayed little or no DIF. When all of the items in a passage were examined, none of the passages showed differential functioning at the passage level. Hypotheses are provided for the DIF occurrences. Implications on fairness issues in test development are also discussed. 相似文献
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Tiered instruction and social/emotional supports (such as Response to Intervention or Positive Behavior Intervention Supports) are not only for elementary students. Middle and high school educators are now implementing these strategies to close the skills achievement gap and support students in various classes. One crucial component often neglected in professional literature involves ways to collaborate with families, especially when their student is receiving specialized tiered instruction. Due to the importance of engaging and empowering families, this article describes ways middle and high school personnel can strengthen the family–school collaboration when a student is receiving support in tiered systems. 相似文献