全文获取类型
收费全文 | 74篇 |
免费 | 0篇 |
专业分类
教育 | 50篇 |
科学研究 | 6篇 |
各国文化 | 1篇 |
体育 | 11篇 |
文化理论 | 1篇 |
信息传播 | 5篇 |
出版年
2022年 | 1篇 |
2021年 | 1篇 |
2020年 | 4篇 |
2019年 | 1篇 |
2018年 | 2篇 |
2017年 | 5篇 |
2016年 | 7篇 |
2015年 | 3篇 |
2014年 | 3篇 |
2013年 | 11篇 |
2012年 | 1篇 |
2011年 | 4篇 |
2010年 | 2篇 |
2009年 | 2篇 |
2008年 | 2篇 |
2006年 | 1篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1992年 | 3篇 |
1991年 | 3篇 |
1990年 | 1篇 |
1988年 | 4篇 |
1987年 | 2篇 |
1985年 | 1篇 |
1984年 | 2篇 |
1983年 | 2篇 |
1981年 | 1篇 |
1975年 | 1篇 |
1958年 | 1篇 |
1932年 | 1篇 |
排序方式: 共有74条查询结果,搜索用时 15 毫秒
71.
Sebastian Scherr Philipp Müller Victoria Fast 《Educational Assessment, Evaluation and Accountability》2013,25(2):131-141
The use and abuse of course and lecturer rating websites such as RateMyProfessors.com? is a highly relevant topic for universities’ evaluation and assessment policies and practice. However, only a few studies have paid attention to the actual influence of teaching evaluation websites on the students themselves—that is, their perceptions of a certain course and their course choice intention at university. Findings point to the fact that positive comments on the website about professors improve students’ evaluations. However, professor evaluation websites contain two types of information: single student comments and average ratings. Research on exemplification effects has shown that single cases often have a stronger influence on recipients than more valid base rate information. We test this assumption in an experiment (n?=?126) using a professor evaluation website stimulus. Results show that single comments strongly influence opinions and course choice intentions but that they are moderated by the valence of the average rating. 相似文献
72.
If tests of cognitive ability are repeatedly taken, test scores rise. Such retest effects have been observed for a long time and for a variety of tasks. This study investigates retest effects on figural matrix items in an educational context. A short term effect is assumed for the direct retest administration in the same test session, and a long term effect is assumed for a retest interval of six months. Using multilevel modeling, we analyze if the magnitude of these effects is not only influenced by individual variation, but also by the cluster structure of students grouped within classrooms. We also investigate if the use of identical versus parallel tests has an impact on the size of the retest effects. Our main results show a negligible short term retest effect, but a large long term retest effect. Using parallel tests does not contribute to understanding individual differences in retest effects. The variation in retest effects is larger between classrooms than between students. Reasoning ability, as measured with a different test, and school grades significantly influences retest effects at the individual level, but at the classroom level, only reasoning ability is a significant predictor. 相似文献
73.
This paper investigates the specific planning environment of an automotive part manufacturer and characterizes this environment based on variables regarding the product,its demand and the manufacturing process.The fit of different planning methods,namely material requirements planning,reorder point,cyclic planning,kanban,and heijunka to this specific planning environment is analyzed and evaluated by exploratory research.The results show that different product characteristics make it hard to apply a single planning method.None of the investigated methods show the ability to cover the complex requirements of a combined planning environment of two partly divergent product types with a deep value chain. 相似文献