全文获取类型
收费全文 | 517篇 |
免费 | 8篇 |
专业分类
教育 | 412篇 |
科学研究 | 46篇 |
各国文化 | 7篇 |
体育 | 25篇 |
信息传播 | 35篇 |
出版年
2021年 | 3篇 |
2020年 | 8篇 |
2019年 | 17篇 |
2018年 | 19篇 |
2017年 | 17篇 |
2016年 | 19篇 |
2015年 | 9篇 |
2014年 | 13篇 |
2013年 | 98篇 |
2012年 | 13篇 |
2011年 | 8篇 |
2010年 | 11篇 |
2009年 | 17篇 |
2008年 | 11篇 |
2007年 | 14篇 |
2006年 | 10篇 |
2005年 | 12篇 |
2004年 | 6篇 |
2003年 | 13篇 |
2002年 | 6篇 |
2001年 | 6篇 |
2000年 | 9篇 |
1999年 | 11篇 |
1998年 | 4篇 |
1997年 | 14篇 |
1996年 | 10篇 |
1995年 | 10篇 |
1994年 | 3篇 |
1993年 | 10篇 |
1992年 | 9篇 |
1991年 | 4篇 |
1990年 | 8篇 |
1989年 | 9篇 |
1988年 | 4篇 |
1987年 | 6篇 |
1985年 | 3篇 |
1984年 | 6篇 |
1983年 | 6篇 |
1982年 | 4篇 |
1981年 | 5篇 |
1980年 | 4篇 |
1978年 | 5篇 |
1977年 | 3篇 |
1976年 | 3篇 |
1974年 | 3篇 |
1973年 | 3篇 |
1969年 | 3篇 |
1947年 | 5篇 |
1937年 | 3篇 |
1915年 | 2篇 |
排序方式: 共有525条查询结果,搜索用时 46 毫秒
41.
Dr Paul L. Gardner 《Research in Science Education》1995,25(3):283-289
Summated ratings attitude scales commonly consist of numerous items whose scores are summed to yield a total score. An assumption
underlying this technique is that the items in the scale reflect a common construct. If this is not met, the procedure produces
uninterpretable data. Although this psychometric principle has been known for a long time, numerous studies in the literature
demonstrate a neglect of it. Some make no attempt to conceptualise the construct to be measured; others conceptualise the
construct but then ignore the possibility that it may be multidimensional; still others contain evidence indicating that the
construct is multidimensional and then proceed to ignore that evidence. A possible contributor to the confusion is the misunderstanding
of the related yet distinct concepts of internal consistency and unidimensionality. This paper presents examples of poor and
good instrument design, in the hope that clarification of the issues might make a difference in the future. 相似文献
42.
Brendan O’Connell Paul De Lange Mark Freeman Phil Hancock Anne Abraham Bryan Howieson 《Assessment & Evaluation in Higher Education》2016,41(3):331-349
Reliable, consistent assessment process that produces comparable assessment grades between assessors and institutions is a core activity and an ongoing challenge with which universities have failed to come to terms. In this paper, we report results from an experiment that tests the impact of an intervention designed to reduce grader variability and develop a shared understanding of national threshold learning standards by a cohort of reviewers. The intervention involved consensus moderation of samples of accounting students’ work, with a focus on three research questions. First, what is the quantifiable difference in grader variability on the assessment of learning outcomes in ‘application skills’ and ‘judgement’? Second, does participation in the workshops lead to reduced disparity in the assessment of the students’ learning outcomes in ‘application skills’ and ‘judgement’? Third, does participation in the workshops lead to greater confidence by reviewers in their ability to assess students’ skills in application skills and judgement? Our findings suggest consensus moderation does reduce variability across graders and also builds grader confidence. 相似文献
43.
ABSTRACT— We describe what may well be the first course devoted explicitly to the topic of Mind, Brain, and Education (MBE). In the course, students examine four central topics (literacy, numeracy, emotion/motivation, and conceptual change) through the perspectives of psychology, neuroscience, genetics, and education. We describe the pedagogical tools we use to develop the skills critical for synthesizing information across the disciplines associated with MBE. 相似文献
44.
Research on memory for time has been limited by the difficulty of disentangling several of the fundamentally different processes that contribute to a chronological sense of the past. This study used a developmental approach to isolate one of these processes, impressions of distances in the past. Large samples of children between 3 and 12 years were asked to judge which was longer ago, their birthday or Christmas (and, in one study, Halloween and Thanksgiving). Even children under 6 years of age were able to discriminate the recency of their birthday and Christmas with great accuracy when the events were widely separated and one was within the past several months. The ability to discriminate recency on these scales appears to be a basic property of human memory that changes little with development. Other information about the locations of the events and their relative times of occurrence could only be interpreted correctly by children older than 9 years. 相似文献
45.
46.
47.
48.
This exploratory article has a two‐fold aim. In the first place, it seeks to investigate changing patterns of teacher‐pupil relationships in the twentieth century through the lens of the professional lives and pedagogical practices of classroom teachers themselves. Such an investigation is engaged through the application of oral history methods. An unexpected result of a succession of oral history interviews has been the identification, by former teachers themselves, of wartime evacuation as a significant turning point in the development of teacher‐pupil relationships. The second aim of the article is to relate the findings of oral history interviews to those which emerge from documentary and secondary sources. In this way, the particular strengths of oral history methods for the investigation of past pedagogical practice are assessed. 相似文献
49.
Rebekah Inez Brau John W. Gardner G. Scott Webb Jason K. McDonald 《Decision Sciences Journal of Innovative Education》2019,17(1):6-32
We develop a single‐class period learning game for the Plan‐Do‐Study‐Act (PDSA) improvement cycle. The experiential activity walks teams through the PDSA problem‐solving process as they create paper American footballs and improve their performance using each step of the cycle. The game is one of the first to focus on PDSA. Key benefits include increased student attention, engagement, and learning. Empirical tests show that participant pre‐ and post‐test scores regarding their understanding of each phase of PDSA improved 21.2% after completing the game. Additionally, the treatment group performed 16.6% higher than the control group. In participant perception questions, 85% of participants felt the game was more effective than lecture or reading, 93% felt the game was fun, 95% felt the game improved their understanding of PDSA, and 98% felt the game was engaging. 相似文献
50.
Gardner PS 《The Journal of perinatal education》2003,12(1):1-5
This paper addresses the meaningfulness of the childbearing experience and how a traumatic occurrence can affect women for years into the future. Every woman deserves to have a fulfilling childbearing experience, even if it may be different from the one she imagined. This paper examines the phenomenon of previous traumatic birth and its potential effects on choices during subsequent pregnancies. Discussion includes how childbirth educators can assist women in healing from past birth traumas and preventing them from recurring. 相似文献