全文获取类型
收费全文 | 107篇 |
免费 | 0篇 |
专业分类
教育 | 75篇 |
科学研究 | 3篇 |
各国文化 | 21篇 |
文化理论 | 2篇 |
信息传播 | 6篇 |
出版年
2023年 | 1篇 |
2021年 | 1篇 |
2020年 | 4篇 |
2019年 | 9篇 |
2018年 | 4篇 |
2017年 | 7篇 |
2016年 | 5篇 |
2015年 | 4篇 |
2014年 | 7篇 |
2013年 | 20篇 |
2012年 | 4篇 |
2011年 | 5篇 |
2009年 | 4篇 |
2008年 | 1篇 |
2007年 | 1篇 |
2006年 | 1篇 |
2004年 | 1篇 |
2003年 | 1篇 |
2002年 | 1篇 |
2000年 | 2篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1990年 | 1篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 4篇 |
1983年 | 2篇 |
1980年 | 1篇 |
1977年 | 1篇 |
1975年 | 1篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1968年 | 1篇 |
1964年 | 1篇 |
排序方式: 共有107条查询结果,搜索用时 0 毫秒
81.
82.
Penelope S. Murphy 《Assessment & Evaluation in Higher Education》1995,20(1):45-57
In higher education the uptake of benchmarking has been slow, despite its recognition elsewhere as an important tool in the pursuit of continuous quality improvement. The need for national benchmarks of research productivity and quality will be felt intensely in Australia in 1995 as the Committee for Quality Assurance in Higher Education focuses on research evaluation. This paper presents benchmarks for publications productivity for Australian academic researchers based on an empirical study of all reported publications output from the Australian university system in 1991. ‘Publications productivity’ in this paper is defined as the number of publications per 10 equivalent academic staff members. Benchmarks for aggregate publications output per staff member, and for each of 13 types of publications, are reported for the highest performing institution, and highest performing organisational units within any institution. Applicability within Australian higher education of citation impact indices as an indicator of research quality is discussed. 相似文献
83.
Binbin Zheng Mark Warschauer Jin Kyoung Hwang Penelope Collins 《Journal of Science Education and Technology》2014,23(4):591-603
This year-long, quasi-experimental study investigated the impact of the use of netbook computers and interactive science software on fifth-grade students’ science learning processes, academic achievement, and interest in further science, technology, engineering, and mathematics (STEM) study within a linguistically diverse school district in California. Analysis of students’ state standardized science test scores indicated that the program helped close gaps in scientific achievement between at-risk learners (i.e., English learners, Hispanics, and free/reduced-lunch recipients) and their counterparts. Teacher and student interviews and classroom observations suggested that computer-supported visual representations and interactions supported diverse learners’ scientific understanding and inquiry and enabled more individualized and differentiated instruction. Finally, interviews revealed that the program had a positive impact on students’ motivation in science and on their interest in pursuing science-related careers. This study suggests that technology-facilitated science instruction is beneficial for improving at-risk students’ science achievement, scaffolding students’ scientific understanding, and strengthening students’ motivation to pursue STEM-related careers. 相似文献
84.
Elizabeth Fennema Penelope L. Peterson Thomas P. Carpenter Cheryl A. Lubinski 《Educational Studies in Mathematics》1990,21(1):55-69
Thirty-eight first grade teachers were asked to identify their two most and least successful girls and boys in mathematics, to attribute causation of these students' successes and failures, and to describe their characteristics. Teachers' choices of most and least successful students were compared to mathematics test scores of their students. Teachers were most inaccurate when selecting most successful boys. Teachers tended to attribute causation of boys' successes and failures to ability and girls' successes and failures to effort. Teachers thought their best boy students when compared to their best girl students, were more competitive, more logical, more adventurous, volunteered answers more often to mathematics problems, enjoyed math more, and were more independent in mathematics. 相似文献
85.
86.
87.
It is widely recognized that we need to know more about effects of class size on classroom interactions and pupil behavior. This paper extends research by comparing effects on pupil classroom engagement and teacher–pupil interaction, and examining if effects vary by pupil attainment level and between primary and secondary schools. Systematic observations were carried out on 686 pupils in 49 schools. Multilevel regression methods were used to examine relationships between class size and observation measures, controlling for potentially confounding factors like pupil attainment. At primary and secondary levels smaller classes led to pupils receiving more individual attention from teachers, and having more active interactions with them. Classroom engagement decreased in larger classes, but, contrary to expectation, this was particularly marked for lower attaining pupils at secondary level. Low attaining pupils can therefore benefit from smaller classes at secondary level in terms of more individual attention and facilitating engagement in learning. 相似文献
88.
89.
Penelope Sheets David S. Domke Christopher Wells Colin J. Lingle Amanda Ballantyne Fahed Al-Sumait 《Mass Communication and Society》2013,16(6):765-786
In their public messages, United States politicians often invoke America in an attempt to unite citizens and build electoral coalitions. Such an emphasis is particularly common in presidential debates, which are climactic “media events” late in campaigns for the White House, when candidates take questions from journalists and citizens while addressing millions of voters. We analyzed the connection between (a) candidates' highlighting of national identity in presidential debates and (b) mass public opinion since 1960. We expected and found that (a) candidates increased their emphasis on the nation during times of heightened national uncertainty, (b) Democratic presidential candidates invoked the nation more often than Republican candidates, and (c) comparisons across elections among incumbents suggest that national uncertainty was more important than partisan identity in eliciting invocations of the nation. 相似文献
90.