全文获取类型
收费全文 | 68篇 |
免费 | 1篇 |
国内免费 | 1篇 |
专业分类
教育 | 62篇 |
科学研究 | 2篇 |
体育 | 6篇 |
出版年
2022年 | 2篇 |
2020年 | 5篇 |
2019年 | 1篇 |
2018年 | 5篇 |
2017年 | 5篇 |
2016年 | 9篇 |
2015年 | 1篇 |
2014年 | 3篇 |
2013年 | 8篇 |
2012年 | 3篇 |
2011年 | 1篇 |
2010年 | 4篇 |
2009年 | 3篇 |
2008年 | 1篇 |
2007年 | 1篇 |
2006年 | 3篇 |
2004年 | 2篇 |
2002年 | 2篇 |
2000年 | 1篇 |
1999年 | 2篇 |
1998年 | 2篇 |
1990年 | 1篇 |
1988年 | 1篇 |
1985年 | 1篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1976年 | 1篇 |
排序方式: 共有70条查询结果,搜索用时 15 毫秒
11.
Tanja Bipp Ad Kleingeld Heleen van Mierlo Wilfried Kunde 《Journal of Experimental Education》2017,85(3):469-485
We investigated the impact of subconscious goals on academic performance in two field experiments. We show that unobtrusive priming of goals with regard to achievement motivation by means of a photograph improves performance in different educational contexts. High-school students who were exposed to an achievement-related photograph achieved higher grades than students in two control conditions. This effect was not affected by students’ prior performance. University students exposed to a photograph representing a specific, difficult goal reached even higher performance than students taking the exam with a general achievement photograph. For practice, subconscious goals may form a powerful, cost-effective tool to enhance academic performance. However, varying results across the experiments also prompt the need for further investigations of such effects. 相似文献
12.
Wilfried Admiraal Maartje Buijs Wout Claessens Terence Honing Jan Karkdijk 《Educational Action Research》2017,25(2):316-331
The impact of scholarly research in education on the educational practice in secondary school is low. Academics examine problems that teachers in school perceive as irrelevant, want to publish in peer-reviewed journals instead of disseminate their work, and aim at generalizing insights rather than improving school practice. Teacher research might be a way to link educational academic research and teaching practice aiming at furthering professionalism in teaching, improving teaching practice and extending the knowledge base on teaching and learning. Four experienced secondary school teachers systematically investigated their classes, guided by a supervisor. Their materials as well as formal and informal communication with their supervisor and with each other were analysed. Related to their research projects, these teachers reported significant changes in their understanding of student learning and their teaching. They took different perspectives on teaching, looked at alternative solutions for problems, and reflected more deeply on their own teaching as well as teaching of their colleagues. Although each of them published an article in a peer-reviewed journal, they reported difficulties with extending the knowledge base on teaching and learning. Not only did they rarely share results with their colleagues in school because they were perceived as external researchers, they also struggled with writing journal articles and coping with peer reviews. We discuss the value of situated generalization as one of the implications and discuss how teacher research could lead to a new in-between research practice, linking theory and practice, and researchers and teachers. 相似文献
13.
Wilfried Admiraal Mark HoeksmaMarie-Thérèse van de Kamp Gee van Duin 《Teaching and Teacher Education》2011,27(6):1019-1028
The richness and complexity of video portfolios endanger both the reliability and validity of the assessment of teacher competencies. In a post-graduate teacher education program, the assessment of video portfolios was evaluated for its reliability, construct validity, and consequential validity. Although video portfolio facilitated a reliable and valid assessment of teacher competencies, procedures to improve assessment quality were also revealed and are therefore discussed: more explicit grounding of assessment results in the data, peer debriefing, prolonged engagement with the assessment data, cross-checking to find confirmatory or counter examples. 相似文献
14.
二十年来,大规模学生评估对教育研究、学校体系和教育政策产生了深远影响."国际中学生评估项目"(PISA)、"国际学生数学与科学能力动态项目"(TIMSS)和"国际学生阅读能力进步研究项目"(PIRLS)使各个国家学生成绩值具有一定可比性,由此,人们能更细致地从学校内部来观察不同国家学校工作的差异度.大规模学生评估还为学校发展、教育领导以及学生成绩的改进提供必要数据.本文以PIRLS为例,旨在从德国视角为中国今后开展大规模国际学生评估提供借鉴. 相似文献
15.
Prof. Dr. Wilfried Plöger Dr. Daniel Scholl 《Zeitschrift für Erziehungswissenschaft》2014,17(1):85-112
This article reports on a project in which the analytical competence of teachers and trainee teachers is measured. The term analytical competence refers to the ability to assess and evaluate the quality of lessons which are observed. The sample consists of 800 teaching staff (200 students, 200 probationary teachers, 200 qualified teachers, 200 teacher training personnel). They are shown a video of a school lesson (in Physics) and then given a test in the form of a questionnaire in which they are asked to analyse the lesson. In the evaluation, the item scale of the test is checked for Rasch homogeneity. In the medium term, the results of this study should lead to consequences for the development of analytical competence in the various phases of teacher training. 相似文献
16.
Wilfried Admiraal 《Technology, Pedagogy and Education》2014,23(4):491-506
Web-based video is one of the technologies which can support meaningful learning from practice – in addition to practical benefits such as accessibility of practices, flexibility in updating information, and incorporating video into multimedia resources. A multiple case study was set up on the use of a web-based video learning environment in two post-graduate teacher education programmes and two university Bachelor programmes. The later analysis of practice was reported by students to be the most valuable aspect. Teacher feedback was perceived as more helpful than peer feedback, characterising most peer feedback as pep-talk. Direct video observation is suggested to be insufficient for students’ reflection on conceptual questions and on a more general level of practical experience. Implications for the preparation for professional practice in the university context are indicated. 相似文献
17.
Wilfried Eckehart Seifert Ph.D. 《Endeavour》1985,9(4):183-190
Unlike many other growth factors, neurotrophic factors do not stimulate the general proliferation of nerve cells but rather differentiation, both morphologically and biochemically. Recent research, including nerve cell cultures, has done much to reveal the nature and mode of actions of these factors and suggests ways in which they might be used in clinical medicine. 相似文献
18.
Pedagogical content knowledge of experts and novices—what knowledge do they activate when analyzing science lessons? 下载免费PDF全文
In the current debate on pedagogical content knowledge (PCK), the term is used to refer to the context‐specific knowledge that teachers activate when reflecting on practice. Against the background of this debate, we conducted an empirical study and sought to answer the question of which knowledge experts and novices activated in assessing a videotaped lesson in relation to its effectiveness for learning. Our assumption was that the participants activate their PCK as a blending of content knowledge (CK) and pedagogical knowledge (PK) as suggested by Shulman's amalgam thesis. The participants (9 experts and 9 novices) were shown a lesson on optics, in which the law of refraction (Snell's law) was being studied. In a subsequent interview, the participants were asked to analyze the observed lesson. A qualitative and quantitative evaluation of the interviews showed that experts activated both CK and PK intensively and in this respect they differed significantly from novices. Further analysis of the expert statements also proved that they do not activate their CK and PK in isolation, but instead combine both kinds of knowledge together, in line with Shulman's amalgam thesis. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 55: 44–67, 2018 相似文献
19.
Knut?SchwippertEmail author Wilfried?Bos Eva-Maria?Lankes 《Zeitschrift für Erziehungswissenschaft》2004,7(2):219-234
Zusammenfassung Die Gender bezogene Forschung der letzten Jahre setzte sich insbesondere mit Differenzen in mathematischen und naturwissenschaftlichen
Kompetenzen auseinander, w?hrend die Unterschiede im Leseverst?ndnis weniger Beachtung fanden. Dabei sind national wie auch
international die Befunde von gro? angelegten Schulvergleichsstudien konsistent: M?dchen lernen schneller und besser lesen,
und auch wenn die Jungen in der Sekundarstufe aufholen, so erreichen sie den Stand der M?dchen auch im Jugendalter noch nicht.
Anhand der 2001 durchgeführten Internationalen Grundschul-Lese-Untersuchung (IGLU) wird untersucht, ob der Vorsprung der M?dchen
im Leseverst?ndnis schon in der Grundschule angelegt ist. Anhand differenzieller Item Analysen wird der Frage nachgegangen,
ob sich auch bei einzelnen Fragen systematische Unterschiede zwischen M?dchen und Jungen nachweisen lassen. Anhand der Analysen
kann gezeigt werden, dass geringe Geschlechtsdifferenzen bezüglich des Frageformats (offenes Antwortformat vs. Multiple Choice) und den Leseleistungen bei literarischen und Informationstexten bestehen. Bei Betrachtung der in IGLU getesteten Verstehensaspekte
ergeben sich keine Differenzen zwischen Jungen und M?dchen. Hingegen ist bezüglich der Aufgabenschwierigkeiten ein Zusammenhang
mit geschlechtsspezifischen L?sungsh?ufigkeiten festzustellen, was ?ltere Befunde stützt, die gezeigt haben, dass M?dchen
routinierter lesen. Als m?gliche Konsequenz dieser Untersuchung k?nnte die Anregung gegeben werden, im Unterricht vermehrt
Leseanreize zu geben, welche Jungen eher ansprechen, um sie so zum vermehrten Lesen zu führen. In sp?teren Untersuchungen
w?re dann zu kl?ren, ob die Jungen so mehr Sicherheit bei routinierten Leseaufgaben erreichen k?nnten und ggf. zu dem von
M?dchen gezeigten Niveau des Leseverst?ndnisses aufschlie?en k?nnten.
Summary Over the last few years research has particularly concerned itself with gender differences between competencies in mathematics and natural sciences, whilst differences in reading comprehension have had little attention. At the same time, national and international evidence from large-scale school comparisons has shown consistently that girls learn to read faster and better. Even when boys catch up at secondary level, they do not reach the girl’ standard in their teens. On the basis of the international reading study IGLU carried out in 2001, this contribution will ask whether the girl’ head-start can already be observed at primary school level. Using differential item-analysis, the question of whether answers to individual questions show systematic differences will be investigated. The analysis shows only small gender differences regarding question format (open questions vs. multiple choice) and reading performance for literary and informational texts. Also, no differences between boys and girls can be found in the aspects of comprehension tested for in the IGLU-study. However, there is a connection between the level of task difficulty and the frequency of solving tasks by gender, which supports previous evidence that girls read more proficiently. A possible consequence of this study could be the using of reading incentives in class, which are particularly aimed at boys, to encourage their reading. Further studies would have to investigate whether boys achieve an improved confidence in tasks calling for reading proficiency and are therefore able to reach the standards of reading comprehension set by the girls.相似文献
20.
Understanding student-teachers’ decisions to enter and stay in the teaching profession after graduation could help teacher educators to find appropriate procedures to enhance commitment to teaching. This study classified student-teachers based on their levels of commitment to teaching, and described these types based on student-teachers’ motivation to enter the teaching profession and their perceptions of the teaching profession and environmental aspects e.g. school condition and significant others. Thirty-seven undergraduate student-teachers from the Dar es salaam University College of Education in Tanzania were interviewed. Four student-teacher types from our results were identified: (1) committed passionate, (2) committed compromisers, (3) undecided and (4) uncommitted. Implications from the findings include the importance of designing teacher education curriculum in a way that caters for the needs of student-teachers in each type in order to enhance their commitment to teaching. 相似文献