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51.
Learning Environments Research - Given the array of positive outcomes associated with building and maintaining a positive learning environment, the purpose of this study was to explore associations... 相似文献
52.
前面谈到,决定留学是否成功的两个基本条件是"财"和"才",至少应具备其中之一,留学才具有可能性.对于绝大部分大学生同学来说,他们的"才"是不低,但又难以到达让别人给奖学金的水平,所以'财"的问题好象更为突出.因为这一条件的制约,上文提到的留学几个热门国家和地区中,欧洲大陆尤其是法国、德国应该是大部分大学生同学们的重点考虑目标. 相似文献
53.
David Barnett Renee Hawkins F. Edward Lentz Jr. 《Journal of educational and psychological consultation》2013,23(3):175-190
Intervention integrity or adherence describes qualities of carrying out an intervention plan and in research is fundamentally linked to experimental validity questions addressed by measurement of independent and dependent variables. Integrity has been well described in conceptual writing but has been a continuing thorny subject in research and practice with some possibility of misunderstandings. In consultation practice, in contrast to research, adherence questions may be best viewed as a triage situation in that teams examine risks and costs of decisions and plan for sufficient intervention implementation checks accordingly. Furthermore, in consultation practice the measurement of intervention adherence is not necessarily needed for internal validity arguments if internal validity evidence is a key characteristic of prior research used in problem solving. However, adherence estimates remain critical for many aspects of decision making. As much thought and resources may be dedicated to the measurement of intervention adherence as are dedicated to the measurement of dependent variables or outcome measures for both consultation practice and research depending on the decision purpose. 相似文献
54.
Gawaian Bodkin-Andrews Virginia O'Rourke Renee Grant Nida Denson Rhonda G. Craven 《Educational Research and Evaluation》2013,19(6):471-493
Within the field of quantitative research, the diverse and negative effects of racial discrimination have become increasingly documented across a number of outcome variables (including physical, mental, and social wellbeing); however, research on the direct effects of racism is less evident within educational settings. The present investigation explored the negative impact of perceived racial discrimination, in addition to perceptions of cultural respect (Multiculturation) on both objective (e.g., student grades) and subjective (e.g., importance of school) schooling outcomes for a sample of Indigenous Australian and non-Indigenous Australian high school students. Perceived racial discrimination was found to be one of the strongest negative predictors of a number of outcomes for Indigenous Australian students, and Multiculturation was also found to have substantial positive relations with the subjective schooling outcomes for the same group of students. That the results were also generalisable to the non-Indigenous students suggests that attempts to combat racism and promote respect may benefit all members of society. 相似文献
55.
A scale measuring individual levels of sensitivity to feedback was developed. Factor analysis revealed four factors — Sensitivity to Attention, to Socially Desirable Feedback, to Socially Undesirable Feedback, and Anticipation of Response. Sensitivity to feedback is positively correlated with self‐monitoring, self‐esteem, and interaction involvement; negatively correlated with communication apprehension. 相似文献
56.
Larry Barker Karen Gladney Renee Edwards Frances Holley Connie Gaines 《Journal of Applied Communication Research》2013,41(2):101-109
This article examines ethics of consultants from the perspective of counter‐rational organizational theory. First, a set of four ethical questions, derived from Kohlberg, are presented. Second, a real consulting scenario is described, and the author's intervention is outlined. Finally, the implications of the case to consulting practice are discussed. 相似文献
57.
Renee Pekmezaris Andrzej Kozikowski Gregory Moise Peter A. Clement Jerrold Hirsch Jeffrey Kraut 《Educational gerontology》2013,39(5):355-365
To date, there have been no surveys focusing on older adults living in suburban communities. As the majority of American seniors reside in suburbia, it is important to understand factors that impede successful aging in these settings. This study surveyed 1,151 seniors to examine the needs of seniors living in a large suburban community across two counties in the northeastern United States. Specific areas of query included the following: transportation, health status, social support, self-sufficiency, and economic factors. Findings revealed that seniors over 85, minorities, those reporting poor health, and those who do not drive were at especially high risk of service access problems and social isolation. 相似文献
58.
59.
In theoretical models of self-regulated learning, calibration is one important component in successful learning. Two issues
of calibration are explored. First, Nelson (1987) suggested the G (gamma) coefficient is the most appropriate measure of calibration (judgment accuracy) and rejected signal detection theory’s
d′ statistic because data commonly challenge distributional assumptions. We empirically examined this issue, comparing G and d′. Second, we examined whether a learner’s calibration varies across three domains of knowledge: general, word, and mathematics.
A sample of 266 university students volunteered to participate in the study. Participants were selected from various undergraduate
and graduate courses. Participants first answered demographic items. Then they completed three knowledge tests (general, word,
and mathematics) and judged correctness for each answer provided. Order of domains was randomly counterbalanced among participants.
Results show that d′ is a valid measure of calibration, that assumptions about underlying distributions can be tested, and that preliminary evidence
suggests that d′ may be a superior measure of accuracy compared to G. Finally, calibration varied by domain. 相似文献
60.
Judith Lederman Norman Lederman Selina Bartels Juan Jimenez Mark Akubo Shereen Aly Chengcheng Bao Estelle Blanquet Ron Blonder Mariana Bologna Soares de Andrade Catherine Buntting Mustafa Cakir Heba EL-Deghaidy Ahmed ElZorkani Estelle Gaigher Shuchen Guo Arvi Hakanen Soraya Hamed Al-Lal Cigdem Han-Tosunoglu Annemarie Hattingh Anne Hume Serhat Irez Gillian Kay Ozgur Kivilcan Dogan Kerstin Kremer Pi-Chu Kuo Jari Lavonen Shu-Fen Lin Cheng Liu Enshan Liu Shiang-Yao Liu Bin Lv Rachel Mamlok-Naaman Christine McDonald Irene Neumann Yaozhen Pan Eric Picholle Ana Rivero García Carl-Johan Rundgren David Santibáñez-Gómez Kathy Saunders Renee Schwartz Frauke Voitle Jakob von Gyllenpalm Fangbing Wei Jocelyn Wishart Zhifeng Wu Huang Xiao Yalcin Yalaki Qiaoxue Zhou 《科学教学研究杂志》2019,56(4):486-515
Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientific inquiry. However, a valid and reliable assessment has recently been developed and published, Views About Scientific Inquiry (VASI; Lederman et al. [2014], Journal of Research in Science Teaching, 51, 65–83). The purpose of this large-scale international project was to collect the first baseline data on what beginning middle school students have learned about scientific inquiry during their elementary school years. Eighteen countries/regions spanning six continents including 2,634 students participated in the study. The participating countries/regions were: Australia, Brazil, Chile, Egypt, England, Finland, France, Germany, Israel, Mainland China, New Zealand, Nigeria, South Africa, Spain, Sweden, Taiwan, Turkey, and the United States. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary school. It is important to note that collecting data from all of the approximately 200 countries globally was not humanly possible, and it was also not possible to collect data from every region of each country. The results overwhelmingly show that students around the world at the beginning of grade seven have very little understandings about scientific inquiry. Some countries do show reasonable understandings in certain aspects but the overall picture of understandings of scientific inquiry is not what is hoped for after completing 6 years of elementary education in any country. 相似文献