全文获取类型
收费全文 | 135篇 |
免费 | 5篇 |
专业分类
教育 | 108篇 |
科学研究 | 6篇 |
各国文化 | 2篇 |
体育 | 3篇 |
文化理论 | 2篇 |
信息传播 | 19篇 |
出版年
2023年 | 3篇 |
2021年 | 5篇 |
2020年 | 7篇 |
2019年 | 6篇 |
2018年 | 11篇 |
2017年 | 9篇 |
2016年 | 7篇 |
2015年 | 5篇 |
2014年 | 5篇 |
2013年 | 22篇 |
2012年 | 5篇 |
2011年 | 4篇 |
2010年 | 3篇 |
2009年 | 11篇 |
2008年 | 4篇 |
2007年 | 5篇 |
2006年 | 2篇 |
2005年 | 2篇 |
2004年 | 2篇 |
2003年 | 1篇 |
2002年 | 1篇 |
1997年 | 3篇 |
1995年 | 4篇 |
1994年 | 2篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1988年 | 1篇 |
1986年 | 1篇 |
1982年 | 1篇 |
1980年 | 1篇 |
1977年 | 1篇 |
1971年 | 1篇 |
1970年 | 2篇 |
1966年 | 1篇 |
排序方式: 共有140条查询结果,搜索用时 15 毫秒
71.
Koen Lombaerts Free De Backer Nadine Engels Johan van Braak James Athanasou 《European Journal of Psychology of Education - EJPE》2009,24(1):79-96
The present study describes the development and psychometric properties of the Self-Regulated Learning Teacher Belief Scale (SRLTB). The SRLTB is a self-report teacher scale with 10 items assessing teachers' beliefs about introducing self-regulated learning (SRL) in primary education. The process of item and scale development as well as testing and scale refinement procedure is presented. An explorative study (n=399) revealed a one-factor structure representing adherence of teachers for SRL in primary school. Next, Rasch analysis revealed good fit of the scale to the unidimensional continuum model. In a following study (n=553), construct validity of the SRLTB was confirmed. Finally, implications and limitations of the SRLTB for studying SRL are discussed. In general, the SRLTB appears to be a useful instrument for examining teacher beliefs about self-regulated learning practices in primary schools. 相似文献
72.
73.
Two experiments involving 125 grade-10 students learning about commerce investigated strategies to overcome the transient information effect caused by explanatory spoken text. The transient information effect occurs when learning is reduced as a result of information disappearing before the learner has time to adequately process it, or link it with new information. Spoken text, unless recorded or repeated in some fashion, is fleeting in nature and can be a major cause of transiency. The three strategies investigated, all theoretically expected to enhance learning, were: (a) replacing lengthy spoken text with written text (Experiments 1 and 2), (b) replacing lengthy continuous text with segmented text (Experiment 1), and (c) adding a diagram to lengthy spoken text (Experiment 2). In both experiments on tasks that required information to be integrated across segments, written text was found to be superior to spoken text. In Experiment 1 the expected advantage of segmented text in reducing transitory effects was not found. Compared with written continuous text the segmented spoken text strategy was inferior. Experiment 2 found that adding a diagram to spoken text was an advantage compared to spoken text alone consistent with a multimedia effect. Overall, the results suggest that spoken text is a cause of the transient information effect, which can be best avoided by substituting written text for spoken text on tasks that require integration of information. 相似文献
74.
Darejeh Ali Marcus Nadine Sweller John 《Educational technology research and development : ETR & D》2021,69(5):2451-2473
Educational technology research and development - When novice users try to learn to use a software application that includes a variety of high element interactivity tools, the complex structure of... 相似文献
75.
纳蒂妮·德布瓦丝 《天津体育学院学报》2008,23(3):194-194
这篇论文是关于同时为两名在比赛中是竞争对手的女长跑运动员提供心理咨询的个案.这个个案也可以被教练所借鉴,因为教练每天都会面临这样的情况:他们的运动员平时在一起训练,但在比赛中会成为竞争对手. 相似文献
76.
77.
78.
In order to produce distinctiveness that leads to competitive advantage, higher education institutions must remain cognizant that students are co-creators. Thus, to create genuine value in educational service delivery, there is a need for a more highly developed understanding of the student-institutional intersection. The present research contributes to the marketing of higher education by developing and testing a model related to the antecedents of a broader conception of student feedback as part of student/customer orientation and co-creation. Conceived as customer feedback, student feedback to an educational institution can be positive (compliment), negative (complaint), or be an idea for an improvement to any person, or service group of the institution. Perceived ease of the feedback process and perceived usefulness, customer orientation and affective commitment are found as antecedents to intention to provide feedback. The result is a model with conceptual and managerial implications for strategically bonding students to universities. 相似文献
79.
Nadine Fernandez 《International journal of qualitative studies in education》2013,26(2):117-132
During the last decade, the positivist perspective of social reality has lost credibility in education and other fields, giving way to a wide range of alternative conceptions of social science. This proliferation is welcome but confusing. This paper examines several intellectual traditions within the “post‐positivist camp” and identifies a number of approaches to decoding social reality as guidelines for field‐based research. 相似文献
80.