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61.
The aim of this article is to introduce the R package semds for structural equation multidimensional scaling. This methodology combines multidimensional scaling with latent variable features from structural equation modeling and is applicable to asymmetric and three-way input dissimilarity data. This key idea of this approach is that the input data are assumed to be imperfect measurements of a latent symmetric dissimilarity matrix. The parameter estimation is performed via an alternating least squares multidimensional scaling procedure that minimizes the stress. The latent dissimilarities are estimated as factor scores within a structural equation modeling framework. Applications shown in the article involve data associated with the banking crisis and data from avalanche research. The models fitted with the semds package are compared to related methods from multidimensional scaling. The R code to reproduce all the computations is provided in the supplementary materials. 相似文献
62.
AbstractThe introduction of the European Higher Education Area means that undergraduate dissertations (UD) are now compulsory, which represents an important change for the Spanish university system due to the important consequences this will have on academic functioning. This study provides key information on the processes of supervising and assessing UDs, from the perspective of students, as well as consequent proposals to improve them. The results obtained indicate that initiatives need to be put in place, at least in the participating institutions where the study has been developed, focused on the improvement of the time periods, means and resources needed to develop the UD, the introduction of more adequate criteria than those currently used for assessment, better training for the tutors involved, more appropriate and precise prior information for students in relation to the UD, and more preparation for students to enable them to carry out the UD. 相似文献
63.
Pedro Nuno Teixeira Vera Rocha Ricardo Biscaia Margarida Fonseca Cardoso 《Higher Education》2012,63(3):337-352
The expansion of higher education systems has often been associated with the need for increasing diversification, namely at
the program level, based on the pressures to adapt more general programmes to a more diverse student population and multiple
regional, social, and economic needs. This paper explores empirically the question of programme diversity by drawing on the
Portuguese higher education’ experience, which presented massive expansion during the last decades and significant institutional
competition in recent years. The study provides a longitudinal approach and analyzes in detail the evolution of diversification
and specialization of the public and private sectors, as well as the university and polytechnic subsectors. The analysis aims
at helping to illustrate the relevance of analysing diversity from an empirical point of view and its contribution to our
understanding of the complex relationships between competition and diversity in contemporary higher education. 相似文献
64.
Jorge G. Ruiz Syeda S. Qadri Marina Karides Carmen Castillo Marcos Milanez Bernard A. Roos 《Educational gerontology》2013,39(7):634-652
Electronic portfolios (ePortfolios) can be useful for evaluating and documenting mastery of competencies. We investigated geriatric medicine fellows' perceptions of an ePortfolio. We conducted surveys and focus groups followed by quantitative and qualitative data analysis. Our study revealed that fellows considered the ePortfolio acceptable and accessible. Fellows reflected on aspects relevant to postgraduate training and future practice and documented adherence to competencies. However, fellows expressed resentment about the self-reflection component, which interfered with the overall acceptance of the ePortfolio. Although ePortfolios can be powerful and reflective tools for competency assessment, care must be taken in their implementation. 相似文献
65.
Gerdien D. Bertram-Troost Simone A. de Roos Siebren Miedema 《Religious education (Chicago, Ill.)》2013,108(2):132-150
This study examines religious identity development of pupils at Dutch schools for secondary education (mean age 16.4). With the help of a theoretical conceptualization of “religious identity development” empirical research is carried out. Main question is whether differences in terms of religious commitment and exploration between pupils of the four participating schools can be explained by religious denominations of pupils and the importance the pupils' parents attach to worldview. It is concluded that school in general has no significant main effect on religious commitments and explorations of pupils. Religious backgrounds of pupils should be taken into account. Because pupils themselves do indicate that school has influence on the way they look at life, further research is needed in which specific school aspects (like the way pupils evaluate religious education) should also be taken into account. 相似文献
66.
67.
Elizabeth Vera Kimberly Hook Plamena Daskalova Lincoln Hill Sarah Galvin Sarah Fritsche 《Journal of educational and psychological consultation》2018,28(2):137-163
This mixed-methods study examined the socioemotional experiences of 57 alumni of language support programs (i.e., English as a second language, bilingual education) to identify effects of being English learners (ELs). Findings revealed the need for multicultural sensitivity to ELs, bullying episodes, social exclusion, and not disclosing negative experiences. Participants valued opportunities to meet diverse peers, appreciated teacher support, and viewed negative experiences as a source of motivation to achieve. Participants with greater numbers of negative experiences were less connected to ethnic communities, were more marginalized by their ethnic peers, and had lower school belonging. School- based support was correlated with school belonging and overall perceptions of support. Years in ESL classrooms was correlated with negative affect. Support from school and family along with ethnic identity and sense of connection to ethnic community were significant predictors of positive affect. Findings have implications for consultation and professional development of personnel working with ELs. 相似文献
68.
The article describes the experience of forming a set in a higher education institution and offers some observations and insights gained from the perspectives of the role of the set adviser, cultural differences and the challenges of attempting to align theory, practice and experience. 相似文献
69.
70.
This study explored whether over-the-counter continuous voice recognition software could be used to support the delivery of a standardized reading curriculum to adults with low-level literacy skills. Three primary questions were addressed in the study. First, how readily could mass-market continuous voice recognition software programs be adapted for use in adult literacy training? Second, what role(s) might the voice recognition technology play in facilitating the computer-based delivery of a standard text-based reading curriculum? And third, does the use of the voice recognition software positively affect the technological skills and computing comfort levels of adults with low-level literacy skills? Five adults with low-level literacy skills completed the computer-based curriculum, using the voice recognition software to practice and check their reading and writing efforts. A literacy tutor guided the participants through the curriculum, recorded and saved the participants' responses and videotaped the sessions for subsequent analysis. The findings reported here suggest that currently available over-the-counter continuous voice recognition technology, while essentially effective and accurate with fluent readers, is not yet ready, as a stand-alone system, to meet the needs of these adults with low-level literacy skills. The voice recognition software was most effective when it was used in the presence of a tutor. Having tutors provide on-going and immediate support to learners was a vital component of literacy training in this computer-based environment. In general the computer-based programs seemed to provide participants with a `motivational boost'. Specifically, the computer-based lessons helped develop participants' technological skills and confidence levels and promoted sustained focus on instructional tasks. Implications associated with these findings for future research with voice recognition software and adult literacy training are discussed. 相似文献