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41.
We analyse the difference between the averaged (average of ratios) and globalised (ratio of averages) author-level aggregation approaches based on various paper-level metrics. We evaluate the aggregation variants in terms of (1) their field bias on the author-level and (2) their ranking performance based on test data that comprises researchers that have received fellowship status or won prestigious awards for their long-lasting and high-impact research contributions to their fields. We consider various direct and indirect paper-level metrics with different normalisation approaches (mean-based, percentile-based, co-citation-based) and focus on the bias and performance differences between the two aggregation variants of each metric. We execute all experiments on two publication databases which use different field categorisation schemes. The first uses author-chosen concept categories and covers the computer science literature. The second covers all disciplines and categorises papers by keywords based on their contents. In terms of bias, we find relatively little difference between the averaged and globalised variants. For mean-normalised citation counts we find no significant difference between the two approaches. However, the percentile-based metric shows less bias with the globalised approach, except for citation windows smaller than four years. On the multi-disciplinary database, PageRank has the overall least bias but shows no significant difference between the two aggregation variants. The averaged variants of most metrics have less bias for small citation windows. For larger citation windows the differences are smaller and are mostly insignificant.In terms of ranking the well-established researchers who have received accolades for their high-impact contributions, we find that the globalised variant of the percentile-based metric performs better. Again we find no significant differences between the globalised and averaged variants based on citation counts and PageRank scores. 相似文献
42.
Marcia A. Barnes Yusra Ahmed Amy Barth David J. Francis 《Scientific Studies of Reading》2015,19(4):253-272
The integration of knowledge during reading was tested in 1,109 secondary school students. Reading times for the second sentence in a pair (Jane’s headache went away) were compared in conditions where the first sentence was either causally or temporally related to the first sentence (Jane took an aspirin vs. Jane looked for an aspirin). Mixed-effects explanatory item response models revealed that at higher comprehension levels, sentences were read more quickly in the causal condition. There were no condition-related reading time differences at lower comprehension levels. This interaction held with comprehension- and inference-related factors (working memory, word and world knowledge, and word reading efficiency) in the models. Less skilled comprehenders have difficulty in knowledge-text integration processes that facilitate sentence processing during reading. 相似文献
43.
Laila J. Richman Martha L Venn 《Journal of educational and psychological consultation》2013,23(1):95-100
The time has come for us to shift the dominant paradigm for schoolbased consultation from a behavioral to an ecobehavioral perspective. Although a thorough examination of this issue is precluded by the space limitations of this article, there is sufficient room to initiate the discussion and suggest that we begin a process of transition by adopting this new mind-set to describe and guide our consultation behaviors. Rather than precipitating a radical break with current practice, an ecobehavioral world view should help direct us toward evolutionary changes that move the field forward without having to sacrifice the wisdom gleaned thus far from our collective past. 相似文献
44.
David E. Barrett J. Elizabeth CaseyRyan D. Visser Kathy N. Headley 《Teaching and Teacher Education》2012
The authors examined the dimensions that underlie teachers' judgments about ethical versus unethical behaviors. 593 educators and teachers in training were administered a 41 item survey. For each item, respondents rated the extent to which they believed the behavior (a) occurred frequently and (b) represented a serious violation of professional standards. Four factors were identified: Personal Harm, Grade Inflation, Carelessness and Public/Private boundary violation. Personal Harm violations were rated as most serious and Carelessness violations most frequent. Professional educators viewed Carelessness violations as less serious than did teachers in training. Implications for a code of ethics for teachers were addressed. 相似文献
45.
Laila Naif Marouf 《International Information and Library Review》2013,45(2):102-111
ABSTRACTThis study investigated the effects of social and individual factors of strength of ties, perceived benefits, extrinsic rewards, recognition, reciprocity, and perceived cost on sharability. A survey was sent to 170 librarians at special, public, and academic libraries across Kuwait; 139 responses were received for a response rate of 80%. It was found that the strength of ties and perceived benefits had a positive effect and perceived costs had a negative effect on sharability. The findings can help libraries identify the opportunities and barriers to motivate librarians to share their knowledge. This study is a useful contribution to knowledge management literature, especially concerning the library context. 相似文献
46.
Simon Veenman Yvonne Visser Nicole Wijkamp 《School Effectiveness & School Improvement》2013,24(2):135-156
In this study, the implementation effects of a program for the training of coaching skills to Dutch primary school principals are described. Coaching is a form of in‐class support intended to provide teachers with feedback on their own functioning, and thereby to stimulate self‐reflection and self‐analysis in order to improve instructional effectiveness. To assist school principals in their attempts to coach teachers, a training program was designed and evaluated. Based on the pre‐ and post‐training ratings of coaching conferences, a significant treatment effect was found for the coaching skills concerned with the development of autonomy (empowerment), feedback, and agreement on classroom observational goals. The pre‐ and post‐training ratings from the coached teachers themselves showed a significant treatment effect for the coaching skills concerned with the development of improvement plans. Although the training provided for the school principals was directed at the coaching functions of consulting and confronting, the majority of the school principals conducted coaching conferences that emphasized predominantly the function of consulting. 相似文献
47.
Laila Colding Lagermann 《International journal of qualitative studies in education》2013,26(5):573-582
What are the possibilities and/or limitations for becoming subjects differenciated from previous categorizations, such as “troublemaker”, to which certain students are subjected? This is the question analyzed in this paper, based on observations of, and narratives and perspectives of, two 15-year-old ethnic minority boys at a school in Denmark. Drawing on the work of Deleuze and Guattari and their concepts of “smooth” and “striated” spaces, I explore spaces where energies are mobilized through ongoing generated and created relations, and how spaces where this does not seem possible, tend to trap and thereby limit the person being categorized. Through the analyses, I will show how repetitive, limiting categorizations in and over time tend to “stick” to the boys being categorized, and how the sticky categorizations obstruct their future possibilities for change and viable lives within the school. 相似文献
48.
Martine Baars Sandra Visser Tamara van Gog Anique de Bruin Fred Paas 《Contemporary educational psychology》2013
Students’ Judgments of Learning (JOLs) are often inaccurate: students often overestimate their future test performance. Because of the consequences that JOL inaccuracy can have for regulating study activities, an important question is how JOL accuracy can be improved. When learning texts, JOL accuracy has been shown to improve through ‘generation strategies’, such as generating keywords, summaries, or concept maps. This study investigated whether JOL accuracy can also be improved by means of a generation strategy (i.e., completing blank steps in the examples) when learning to solve problems through worked example study. Secondary education students of 14–15 years old (cf. USA 9th grade) either studied worked examples or completed partially worked examples and gave JOLs. It was found that completion of worked examples resulted in underestimation of future test performance. It seems that completing partially worked-out examples made students less confident about future performance than studying fully worked examples. However, this did not lead to better regulation of study. 相似文献
49.
Categorizing and assessing multi-campus universities in contemporary higher education 总被引:1,自引:0,他引:1
Multi-campus universities are not a new phenomenon per se, but they have become an increasing feature of contemporary higher education systems all over the world. In the case of Northern Europe, multi-campus universities are the consequence of contraction patterns resulting from overcapacity, fragmentation and rising competition. This paper has two main objectives. First, to take stock of the existing scientific literature on multi-campus universities and, on that basis, develop a novel conceptual framework for categorizing such systems, with focus on the level of autonomy and profile enjoyed by the individual campuses composing a given system or university. Second, we provide new empirical insights as a way of testing and contextualizing our conceptual model, by drawing upon a case university located in the Nordic countries. 相似文献
50.