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11.
The Kalman filtering algorithm is used to identify a class of signals imbedded in high amplitude measurement noise. The considered class of signals is first modeled empirically as a nonlinear equation. The equation is then linearized and formulated as a Kalman filtering state estimation problem. Computer simulations yield excellent results for a variety of examples, a couple of which are presented in this paper. 相似文献
12.
Samir Ranjan Nath 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,38(3):119-133
This paper aims to explore the discrepancy between self-reported and test-based literacy estimates in Bangladesh. It uses
the Education Watch national literacy survey data of 2002, during which the literacy status of a nationally representative
sample was identified using the two methods referred to above. The findings revealed that the literacy rate generated through
a literacy test was significantly lower than that found when the self-report method was used. The level of discrepancy varied
from one population group to another, indicating that literacy assessment using the self-report method cannot be equally appropriate
for all population groups. Those with a few years of schooling were at a particular risk of over-estimating their status.
The paper makes a case for a written literacy assessment rather than an oral evaluation. 相似文献
13.
14.
Samir Ranjan Nath 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,53(2):119-133
This paper aims to explore the discrepancy between self-reported and test-based literacy estimates in Bangladesh. It uses the Education Watch national literacy survey data of 2002, during which the literacy status of a nationally representative sample was identified using the two methods referred to above. The findings revealed that the literacy rate generated through a literacy test was significantly lower than that found when the self-report method was used. The level of discrepancy varied from one population group to another, indicating that literacy assessment using the self-report method cannot be equally appropriate for all population groups. Those with a few years of schooling were at a particular risk of over-estimating their status. The paper makes a case for a written literacy assessment rather than an oral evaluation. 相似文献
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16.
Cynthia G. Parshall Pansy Du Bose Houghton Jeffrey D. Kromrey 《Journal of Educational Measurement》1995,32(1):37-54
A resampling study was conducted to compare the statistical bias and standard errors of nonequivalent-groups linear test equating in small samples of examinees. Sample sizes of 15, 25, 50, and 100 were examined. One thousand samples of each size were drawn with replacement from each of 5 archival data files from teacher subject area tests. For each test, data files from 2 parallel forms were used. Results suggest trivial levels of equating bias even with small samples, but substantial increases in standard errors as sample size decreases. Results were interpreted in terms of applications to testing situations in which small numbers of examinees are available. 相似文献
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18.
Veena Nath 《International journal of qualitative studies in education》2013,26(6):663-670
Stereotypical notions of who experiences homelessness frame how educational institutions approach policy and program development. This life history of a teacher challenges assumptions by providing an in-depth look at a mother’s struggle to find stability. 相似文献
19.
Globally, gender differences in education have been an area of policy concern, research, and development partnerships. The international agenda of gender equality has been adopted by national governments even in countries, such as Afghanistan, where predominant views are clearly at variance with this agenda. Attempts to analyse such conditions must be based on examination of gender and education in the broader political and cultural context. Gender issues have been a central theme in an EU-funded Master's programme in Educational Research and Development for Afghan students at Nangarhar University, conducted during 2008–2010. This article analyses the political and cultural context of gender in Afghanistan, which constitutes the framework for the Afghan students' understandings of gender and education. These are examined as expressed in texts produced by the students and in group interviews. On the basis of our analysis, the following tension is clear: the students are aware of the international agenda of gender equality in education, but at the same time they are concerned about problems in the practical application of this agenda in their own society and relate these concerns to their interpretations of principles of Islam and Afghan cultural traditions. 相似文献
20.
Sutapa Bose 《Open Learning》2013,28(2):120-134
Teacher education in India, including that offered by the open distance learning (ODL) system to thousands every year, imparts mainly pedagogic knowledge, although the need for integrated teacher education programmes has been underscored. As the Indira Gandhi National Open University (IGNOU), an ODL institution, will develop an integrated Bachelor of Education programme for secondary-level teachers, a model based on the Technological Pedagogical Content Knowledge (TPACK) framework has been proposed for developing and implementing it. The model takes cognisance of the systemic challenges to TPACK-based teacher education, but it does not envision radical changes in IGNOU’s teacher education framework for addressing these challenges. It includes propositions with theoretical underpinnings for redesigning the major components of the framework while retaining its basic structure. The model has been described in terms of its rationale, its structure and the way it envisages the progress of teacher trainees from a phase of learning with the help of self-learning material designed for imparting integrated theoretical knowledge to one whereby they apply such knowledge in simulated situations, and finally moving on to a phase of situated learning during internship. 相似文献