全文获取类型
收费全文 | 181篇 |
免费 | 0篇 |
专业分类
教育 | 134篇 |
科学研究 | 15篇 |
体育 | 12篇 |
文化理论 | 1篇 |
信息传播 | 19篇 |
出版年
2021年 | 7篇 |
2020年 | 4篇 |
2019年 | 6篇 |
2018年 | 4篇 |
2017年 | 7篇 |
2016年 | 4篇 |
2015年 | 5篇 |
2014年 | 6篇 |
2013年 | 33篇 |
2012年 | 6篇 |
2011年 | 6篇 |
2010年 | 8篇 |
2009年 | 4篇 |
2006年 | 2篇 |
2005年 | 4篇 |
2003年 | 1篇 |
2002年 | 2篇 |
2001年 | 3篇 |
2000年 | 4篇 |
1999年 | 1篇 |
1998年 | 2篇 |
1997年 | 3篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1994年 | 2篇 |
1992年 | 1篇 |
1990年 | 5篇 |
1989年 | 4篇 |
1988年 | 3篇 |
1985年 | 2篇 |
1984年 | 2篇 |
1983年 | 2篇 |
1982年 | 3篇 |
1981年 | 1篇 |
1980年 | 2篇 |
1979年 | 5篇 |
1978年 | 1篇 |
1977年 | 3篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1974年 | 2篇 |
1973年 | 5篇 |
1972年 | 1篇 |
1970年 | 1篇 |
1967年 | 1篇 |
1966年 | 1篇 |
1964年 | 2篇 |
1957年 | 1篇 |
1955年 | 1篇 |
1880年 | 1篇 |
排序方式: 共有181条查询结果,搜索用时 15 毫秒
101.
102.
103.
Kay Pomerance Torshen Leonard P. Kroeker Rolf A. Peterson 《Contemporary educational psychology》1977,2(4):325-331
The present investigation concerned the development of the Primary Self-Concept Inventory (PSCI), a group-administered self-report self-concept inventory for children of ages 5 through 8. Replicated analysis of the factor structure of the PSCI data indicated that a seven-component pattern provides an appropriate fit. As a result of this analysis, seven subscales were formed. Acceptable test—retest reliability estimates were obtained for administrations separated by a 6-month interval. On the basis of these results, the PSCI was accepted as a research tool, and recommendations for further investigation of the inventory were made. 相似文献
104.
Processing fluency—the experienced ease with which a mental operation is performed—has attracted little attention in educational psychology, despite its relevance. The present article reviews and integrates empirical evidence on processing fluency that is relevant to school education. Fluency is important, for instance, in learning, self-assessment of knowledge, testing, grading, teacher–student communication, social interaction in the multicultural classroom, and emergence of interest. After a brief overview of basic fluency research we review effects of processing fluency in three broad areas: metacognition in learning, belief formation, and affect. Within each area, we provide evidence-based implications for education. Along the way, we offer fluency-based insights into phenomena that were long known but not yet sufficiently explained (e.g., the effect of handwriting on grading). Bringing fluency (back) to education may contribute to research and school practice alike. 相似文献
105.
Rolf Straubhaar 《International journal of qualitative studies in education》2015,28(9):1081-1096
While conducting research on the organizational cultures of elite nonprofit organizations in Rio de Janeiro, the author encountered many access issues identified in the current literature: in particular, difficulty in encountering research subjects due to the transitional nature of educational nonprofits and the role of secretaries and administrators as gatekeepers. This article explores two previously undeveloped methodological innovations utilized by the author to overcome these difficulties with regard to access: namely, the use of social media as a participant recruitment tool and the use of an organization's online marketing presence as an alternative data source. 相似文献
106.
107.
Higher Education and Graduate Employment in the Netherlands 总被引:2,自引:0,他引:2
108.
Robert J. Mills Tanya Y. Beaulieu David F. Feldon David H. Olsen 《Decision Sciences Journal of Innovative Education》2020,18(2):313-338
For some time, there has been a call for cross‐disciplinary teaching within the business disciplines. With the rise of data and analytics, there is an opportunity for cross‐disciplinary teaching by integrating technology throughout the business curriculum. However, many business professors have little experience in cross‐disciplinary teaching. We hope to rectify this by introducing an approach that uses prelecture material to prepare students for learning concepts and terms that are not core to the focal class. In a study that combines Structured Query Language (SQL) coding with an audit principle called Benford's Law, we analyze the impact of adding prelecture material about Benford's Law on student's cognitive load, knowledge gained, and instructional efficiency. Results indicate that students who received a prelecture on Benford's Law outperformed the control group in performance measures related to Benford's Law, and that the instructional efficiency on Benford's Law was also higher for the treatment group. We did not find any significant differences in cognitive load between the two groups, nor did the treatment group perform significantly better when tested on the SQL concepts. We conclude that cross‐discipline teaching is a fine balance between each discipline and communicating to students the importance of both disciplines is key. 相似文献
109.
110.
Labor market rewards based on competencies are analyzed using a sample of young European higher education (HE) graduates.
Estimates of monetary rewards are obtained from conventional earnings regressions, while estimates total rewards are based
on job satisfaction and derived through ordered probit regressions. Results for income show that jobs with higher participative
and methodological competency requirements are better paid. The results also show that higher requirements in terms of competencies
increase graduates’ job satisfaction. 相似文献