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171.
Indicators for complex innovation systems 总被引:3,自引:0,他引:3
J. Sylvan Katz 《Research Policy》2006,35(7):893-909
Performance indicators such as national wealth (GDP per capita), R&D intensity (GERD/GDP) and scientific impact (citations/paper) are used to compare innovation systems. These indicators are derived from the ratio of primary measures such as population, GDP, GERD and papers. Frequently they are used to rank members of an innovation system and to inform decision makers. This is illustrated by the European Research Area S&T indicators scoreboard used to compare the performance of member states.A formal study of complex systems has evolved over the past few decades from common observations made by researchers from many fields. Complex systems are dynamic and many of their properties emerge from the interactions among the entities in them. They also have a propensity to exhibit power law or scaling correlations between primary measures used to characterize them.Katz [Katz, J.S., 2000. Scale independent indicators and research assessment. Science and Public Policy 27, 23-36] showed that scientific impact (citations/paper) scales with the size of the group (papers). In this paper it will be shown that two other common measures, R&D intensity and national wealth, scale with the sizes of European countries and Canadian provinces. Some of these scaling correlations are predictable. These findings illustrate that a performance indicator derived from the ratio of two measures may not be properly normalized for size.This paper argues that innovation systems are complex systems. Hence scaling correlations are expected to exist between the primary measures used to characterize them. These scaling correlations can be used to construct scale-independent (scale-adjusted) indicators and models that are truly normalized for size. Scale-independent indicators can more accurately inform decision makers how groups of different sizes contribute to an innovation system. The ranks of member groups of an innovation system by scale-independent indicators can be subtly and profoundly different than the ranks given by conventional indicators. The differences can result in a shift in perspective about the performance of members of an innovation system that has public policy implications. 相似文献
172.
Randy Elliot Bennett Mary Morley Dennis Quardt Donald A. Rock Mark K. Singley Irvin R. Katz Adisack Nhouyvanisvong 《Journal of Educational Measurement》1999,36(3):233-252
We evaluated a computer-delivered response type for measuring quantitative skill. "Generating Examples" (GE) presents under-determined problems that can have many right answers. We administered two GE tests that differed in the manipulation of specific item features hypothesized to affect difficulty. Analyses related to internal consistency reliability, external relations, and features contributing to item difficulty, adverse impact, and examinee perceptions. Results showed that GE scores were reasonably reliable but only moderately related to the GRE quantitative section, suggesting the two tests might be tapping somewhat different skills. Item features that increased difficulty included asking examinees to supply more than one correct answer and to identify whether an item was solvable. Gender differences were similar to those found on the GRE quantitative and analytical test sections. Finally, examinees were divided on whether GE items were a fairer indicator of ability than multiple-choice items, but still overwhelmingly preferred to take the more conventional questions. 相似文献
173.
In a previous study, we showed that the 1992 men's world record running times in the 100 m to 200 km could be represented accurately by the equation T = cDn, where T is the calculated record time for distance D, and c and n are positive constants. Here, we extend that to cover the years 1925-65 at 10-year intervals and 1970-95 in 5-year intervals for distances of 100 m to 10 km. Values of n for all years lie along a straight line with a small negative slope. A regression analysis yields an equation for values of n covering the period 1925-95. Values of c from 1925 to 1995 were fitted by a quadratic equation. These two equations define a surface in three-dimensional space (log(T), log(D), data) for all men's world record runs over the 70-year period for distances of 100 m to 10 km. We also demonstrated previously that event times, t, do not scatter randomly with respect to the values of T but form a consistent pattern about the straight lines in log(T) versus log(D) plots. In this study, we show that the pattern of (t-T)/t as a function of date has remained constant for the past 70 years. 相似文献
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This study examines how libraries within college and university settings in the United States have dealt with the influx of patron mobile telephone use. We contacted 150 colleges and universities throughout the United States and received 87 responses. These institutions were ranked by US News and World Report in their 2006 Edition of “America’s Best Colleges;” we sampled from their list stratified within the following categories: “top public universities;” “best liberal arts colleges;” “fourth tier liberal arts colleges;” “best national universities;” and “fourth tier national universities.” We found that those college and university libraries adopt an array of stances when approaching cell phone use within their library facilities. These approaches include structured guidelines that specifically address cell phone use posted on the library website, signs displayed throughout the library barring cell phone use, and signage that provides patrons with a list of areas in which use is permitted. Interestingly, we found that several libraries lack any kind of mobile phone policy and instead, assume all patrons will behave in a proper way. 相似文献
178.
Steven Katz 《Curriculum Journal》2013,24(2):133-144
In this era of heightened calls for accountability and standards, clear visions of competence are more necessary than ever and, moreover, these planned products of education need explicit articulation. Such articulation falls within the purview of the formal curriculum and it is with this that the present article concerns itself. It draws on a past Ontario, Canada curricular initiative, The Common Curriculum, as the vehicle through which to examine the difficulties inherent in spelling out a conception of competence. Such difficulties, it is argued, stem from the inextricable link between definitions of competence and their associated epistemological and pedagogical implications. 相似文献
179.
The Angoff method requires experts to view every item on the test and make a probability judgment. This can be time consuming when there are large numbers of items on the test. In this study, a G-theory framework was used to determine if a subset of items can be used to make generalizable cut-score recommendations. Angoff ratings (i.e., probability judgments) from previously conducted standard setting studies were used first in a re-sampling study, followed by D-studies. For the re-sampling study, proportionally stratified subsets of items were extracted under various sampling and test-length conditions. The mean cut score, variance components, expected standard error (SE) around the mean cut score, and root-mean-squared deviation (RMSD) across 1,000 replications were estimated at each study condition. The SE and the RMSD decreased as the number of items increased, but this reduction tapered off after approximately 45 items. Subsequently, D-studies were performed on the same datasets. The expected SE was computed at various test lengths. Results from both studies are consistent with previous research indicating that between 40–50 items are sufficient to make generalizable cut score recommendations. 相似文献
180.
Laura H. Dinehart Lynne F. Katz Louis Manfra Mary Anne Ullery 《Early Childhood Education Journal》2013,41(4):283-290
The current paper highlights the few studies that examine the role of early care and education on the developmental and early academic outcomes of children who experience maltreatment. First, we argue that children who experience maltreatment are at significant risk for poor developmental outcomes as a result of the chronic exposure to stress that is typical of this population. Recent evidence emphasizing the effects of stress on brain development is discussed. Next, the role of quality early care and education (ECE) experiences for children receiving services from child protective agencies are explored, underscoring three particular studies that examine the early educational experiences of children who receive child protective services as a result of maltreatment or exposure to violence. Finally, we focus on current approaches to improve the outcomes of children who experience maltreatment, within the context of ECE, and the implications for future research. Overall, this review serves as a call for international research efforts to explore the role of ECE on the developmental and early educational outcomes of this vulnerable population of children. 相似文献