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21.
Study at a foreign university can be an important way of developing international human capital. We investigate factors affecting international student flows for higher education and their consequences for bilateral market integration in Australia. Estimation results demonstrate that income, cost competitiveness, migration network effects and other education pathways increase the demand for tertiary education. Our results show that university study, inter alia, is an important determinant of bilateral trade between Australia and the student’s home country. 相似文献
22.
A. Mark Langan C. Philip Wheater Emma M. Shaw Ben J. Haines W. Rod Cullen Jennefer C. Boyle 《Assessment & Evaluation in Higher Education》2005,30(1):21-34
Peer assessment provides a useful mechanism to develop many positive qualities in students studying in higher education (HE). Potential influences on peer‐awarded marks include student qualities such as gender, HE background (e.g. university affiliation) and participation in the development of the assessment criteria. Many studies that have investigated peer assessment have placed great emphasis on marks from a single tutor, or very few tutors, from a single university. This study examined grades awarded by 11 tutors (affiliated with four universities) to oral presentations delivered on a residential field course by second‐year undergraduate students from two universities studying environmental or biological disciplines. Student assessors awarded marks of fairly high precision (correlating strongly with tutor grades) but averaged 5% higher than their tutors (i.e. of only moderate accuracy). Marginally higher marks (circa 1.6%) were awarded by student assessors to speakers studying at the same university. Gender influences were detected as males tended to grade other male speakers very slightly more highly than female speakers. Marks from females were unaffected by speaker gender. Students who participated in the development of the assessment criteria did not achieve higher grades for their presentations. However, when these ‘participants’ were assessing, they awarded lower marks than their peers (i.e. closer to, but not as low as, those awarded by tutors). Lower marks were also awarded during the middle of sessions, possibly resulting from factors associated with motivation and attention of speakers and markers. Overall, the potential biases in marking by naive assessors examined in this study may influence the validity of marks generated by peer assessment schemes, but the experience of this type of assessment had positive effects on those involved. 相似文献
23.
Carol Tomlinson‐Keasey Rod Brawley Barbara Peterson 《International Journal of Disability, Development & Education》1986,33(1):49-55
An interactive videodisc system designed to teach language concepts to deaf students was evaluated in a classroom trial. An experimental group of 18 students spent 60 twenty‐minute sessions over a five‐month period learning language concepts by interacting with the system while a control group of 16 students learned the same concepts in their regular classroom setting. Both groups made significant progress from pre‐ to post‐test on two criterion‐referenced testsdeveloped by project staff. Experimental students were enthusiastic about the videodisc, felt that their language skills had improved, and were anxious to continue working with the system. 相似文献
24.
This paper describes a research project whose major aim was to evaluate first-year teacher education students' understanding of subject matter knowledge in the domain of area measurement. In contrast to many previous approaches to evaluating teacher education students' subject matter knowledge, the approach adopted in this study not only focused on the student teachers' substantive knowledge but also on their knowledge about the nature and discourse of mathematics, their knowledge about mathematics in society and their dispositions towards mathematics. To this end, each student was clinically interviewed whilst engaged on a set of eight tasks that were developed for the study. The development of the tasks was a major component of the study and this is described in detail. The results of the tasks are given and the paper concludes with a discussion of the findings. This discussion focuses primarily on the implications that these results have for preservice mathematics education courses. 相似文献
25.
The blurring of distinctions between online and distance education in many parts of the developed world has led to reflections on the strategies and processes by which we create effective online learning environments for the distance education learner. In this article we argue that the foundational models of instructional design that typically inform the design, development, and delivery of online environments do not always support the epistemology and pedagogy that embodies the online environment. Through an analysis of current approaches to instructional design we present a case for adopting principles of emergence theory as a means to best harness the power and potential of design and development for online distance education. Using a prototype three‐phase design model that embodies emergent principles we advocate that to achieve the full potential of interaction and community networks through online communications requires a repositioning of roles and processes associated with “instructional design.” 相似文献
26.
Although peer-based work is encouraged by theories in developmental psychology and although classroom interventions suggest
it is effective, there are grounds for recognising that young pupils find collaborative learning hard to sustain. Discontinuities
in collaborative skill during development have been suggested as one interpretation. Theory and research have neglected situational
continuities that the teacher may provide in management of formal and informal collaborations. This experimental study, with
the collaboration of the science faculty in one urban secondary college, investigated the effect of two role attribution strategies
on communication in peer groups of different gender composition in three parallel Year 8 science classes. The group were set
a problem that required them to design an experiment to compare the thermal insulating properties of two different materials.
This presents the data collected and key findings, and reviews the findings from previous parallel studies that have employed
the same research design in different school settings. The results confirm the effectiveness of social role attribution strategies
in teacher management of communication in peer-based work. 相似文献
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28.
Rod Havriluk 《Research quarterly for exercise and sport》2013,84(2):32-39
An analysis was conducted to identify sources of true and error variance in measuring swimming drag force to draw valid conclusions about performance factor effects. Passive drag studies were grouped according to methodological differences: tow line in pool, tow line in flume, and carriage in tow tank. Active drag studies were grouped according to the theoretical basis: added and/or subtracted drag (AAS), added drag with equal power assumption (AAE), and no added drag (ANA). Data from 36 studies were examined using frequency distributions and meta-analytic procedures. It was concluded that two active methods (AAE and ANA) had sources of systematic error and that one active method (AAS) measured an effect that was different from that measured by passive methods. Consistency in drag coefficient (Cd) values across all three passive methods made it possible to determine the effects of performance factors. 相似文献
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