全文获取类型
收费全文 | 178篇 |
免费 | 4篇 |
专业分类
教育 | 153篇 |
科学研究 | 4篇 |
各国文化 | 3篇 |
体育 | 7篇 |
文化理论 | 1篇 |
信息传播 | 14篇 |
出版年
2021年 | 2篇 |
2020年 | 4篇 |
2019年 | 3篇 |
2018年 | 8篇 |
2017年 | 5篇 |
2014年 | 5篇 |
2013年 | 46篇 |
2012年 | 4篇 |
2011年 | 2篇 |
2010年 | 3篇 |
2009年 | 2篇 |
2008年 | 4篇 |
2007年 | 3篇 |
2006年 | 4篇 |
2005年 | 2篇 |
2003年 | 7篇 |
2002年 | 3篇 |
2001年 | 3篇 |
1999年 | 2篇 |
1998年 | 7篇 |
1997年 | 6篇 |
1996年 | 5篇 |
1995年 | 2篇 |
1993年 | 2篇 |
1992年 | 2篇 |
1991年 | 5篇 |
1990年 | 1篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 3篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1974年 | 2篇 |
1973年 | 3篇 |
1972年 | 1篇 |
1971年 | 1篇 |
1970年 | 1篇 |
1968年 | 1篇 |
1966年 | 2篇 |
1965年 | 2篇 |
1940年 | 1篇 |
1922年 | 1篇 |
排序方式: 共有182条查询结果,搜索用时 15 毫秒
121.
122.
Saul B. Robinsohn Franklin Parker Franz Hilker Gustaf Ögren Brian Holmes Marjorie L. Jenkins Eve Malmquist Sven Hilding Clare Burstall Karl Gerlicher Gilbert de Landsheere Ursula Schäfer Ann Dryland Nicholas Hans 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1965,11(2):232-254
123.
124.
Delwyn L. Harnisch Marjorie W. Steinkamp Shiow-Ling Tsai Herbert J. Walberg 《International Journal of Educational Development》1986,6(4)
A re-analysis of the cross-national data gathered by the International Association for the Evaluation of Educational Achievement (IEA) was undertaken to determine the magnitude, direction, and nature of differences in 17-year-old boys' and girls' attitudes and achievement in mathematics. A 10-item attitude scale and a 70-item achievement test were administered to 13,056 students attending school in ten countries. Sex differences in both attitude and achievement were small, but with few exceptions they favored males. Considerable variation existed between countries in the extent to which the achievement of boys exceeded that of girls, and in many cases, the magnitude of the differences was associated with psychosocial patterns found in the diverse cultures. 相似文献
125.
OBJECTIVES: The objectives were to (1) delineate the definition, common forms, and perceived risk factors contributing to child neglect in Guatemala from the perspective of different stakeholders and (2) identify the challenges faced by child protection practitioners in identifying children at risk of neglect within the context of Guatemala. METHODS: A range of qualitative methods were used: semi-structured interviews (SSI) with key stakeholders involved in child neglect (n=9); semi-structured interviews with professionals working in the child protection services (n=14); focus group discussions (FGDs) with professionals, voluntary workers and children (n=60), and the group consensus method with key informants (KI, n=10). Data analysis was conducted using the framework approach. RESULTS: Participants described child neglect as a complex social phenomenon combining parental omission of care and an indifferent or negative attitude towards the child compounded by governmental neglect. The main factors which were perceived as contributing to neglect were poverty, societal and cultural norms, and importantly, gender roles and relations. These contextual factors complicate the identification of neglect and raise a number of difficult dilemmas for child protection workers that are exacerbated by limited Guatemalan legislation on neglect and restricted alternative care options. CONCLUSION: Stakeholder perspectives were found to be useful for providing contextual information and highlighting associated challenges related to assessing child neglect in Guatemala. 相似文献
126.
This article examines the impact of a two-year multimedia computer-based program of structured learning and assessment introduced into fifteen primary schools in three London boroughs. The project was evaluated and the results are reported here. The evaluation had two purposes: to explore the actual effects of the programs during the time span of the project, and to understand the contexts in which they operated. 相似文献
127.
128.
Although researchers in undergraduate science, technology, engineering, and mathematics education are currently using several methods to analyze learning gains from pre- and posttest data, the most commonly used approaches have significant shortcomings. Chief among these is the inability to distinguish whether differences in learning gains are due to the effect of an instructional intervention or to differences in student characteristics when students cannot be assigned to control and treatment groups at random. Using pre- and posttest scores from an introductory biology course, we illustrate how the methods currently in wide use can lead to erroneous conclusions, and how multiple linear regression offers an effective framework for distinguishing the impact of an instructional intervention from the impact of student characteristics on test score gains. In general, we recommend that researchers always use student-level regression models that control for possible differences in student ability and preparation to estimate the effect of any nonrandomized instructional intervention on student performance. 相似文献
129.
Joan B. Barrett Deane B. Gradous Margret K. Lydell Sandy Senghusch Bruce E. Swanson Richard A. Swanson Julie D. Theobald Debra K. Warner 《Performance Improvement Quarterly》1991,4(2):59-68
Educating the current and future workforce is an extremely important issue. Historically, the UK has not been concerned with educating and training the masses. In the 1990s, talent will be short in the UK and within the European Community (EC). By 1992, the trade barriers will be lifted for the 12 member nations of the EC. Companies that are creative and open to utilizing avenues to train present and potential workers are going to be more competitive in the EC. If the UK continues to produce an unskilled work force, it will not survive the competition. Business leaders realize the need to develop a work force that is equally or better equipped than the work force that is available to their competitors. core lessons learned from the international visit include (1) HRD is not a “perk,” (2) the changing work force is real, (3) quality is the key to competitiveness, and (4) managers need to stick to the basics of human resource management. 相似文献
130.
This study investigated students' mathematics achievement, estimation ability, use of estimation strategies, and academic self-perception. Students with learning disabilities (LD), average achievers, and intellectually gifted students (N = 135) in fourth, sixth, and eighth grade participated in the study. They were assessed to determine their mathematics achievement, ability to estimate discrete quantities, knowledge and use of estimation strategies, and perception of academic competence. The results indicated that the students with LD performed significantly lower than their peers on the math achievement measures, as expected, but viewed themselves to be as academically competent as the average achievers did. Students with LD and average achievers scored significantly lower than gifted students on all estimation measures, but they differed significantly from one another only on the estimation strategy use measure. Interestingly, even gifted students did not seem to have a well-developed understanding of estimation and, like the other students, did poorly on the first estimation measure. The accuracy of their estimates seemed to improve, however, when students were asked open-ended questions about the strategies they used to arrive at their estimates. Although students with LD did not differ from average achievers in their estimation accuracy, they used significantly fewer effective estimation strategies. Implications for instruction are discussed. 相似文献