全文获取类型
收费全文 | 623篇 |
免费 | 17篇 |
专业分类
教育 | 419篇 |
科学研究 | 53篇 |
各国文化 | 8篇 |
体育 | 87篇 |
文化理论 | 7篇 |
信息传播 | 66篇 |
出版年
2024年 | 1篇 |
2023年 | 4篇 |
2022年 | 13篇 |
2021年 | 24篇 |
2020年 | 35篇 |
2019年 | 28篇 |
2018年 | 47篇 |
2017年 | 57篇 |
2016年 | 52篇 |
2015年 | 23篇 |
2014年 | 23篇 |
2013年 | 108篇 |
2012年 | 29篇 |
2011年 | 22篇 |
2010年 | 14篇 |
2009年 | 24篇 |
2008年 | 17篇 |
2007年 | 24篇 |
2006年 | 11篇 |
2005年 | 7篇 |
2004年 | 10篇 |
2003年 | 12篇 |
2002年 | 8篇 |
2001年 | 6篇 |
2000年 | 5篇 |
1999年 | 1篇 |
1998年 | 2篇 |
1997年 | 4篇 |
1996年 | 1篇 |
1995年 | 2篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1992年 | 2篇 |
1991年 | 3篇 |
1990年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 4篇 |
1982年 | 4篇 |
1981年 | 1篇 |
1978年 | 1篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1972年 | 3篇 |
排序方式: 共有640条查询结果,搜索用时 15 毫秒
631.
Adam S. Beatty Philip T. Walmsley Paul R. Sackett Nathan R. Kuncel Amanda J. Koch 《Educational Measurement》2015,34(4):31-40
Little is known about the reliability of college grades relative to how prominently they are used in educational research, and the results to date tend to be based on small sample studies or are decades old. This study uses two large databases (N > 800,000) from over 200 educational institutions spanning 13 years and finds that both first‐year and overall college GPA can be expected to be highly reliable measures of academic performance, with reliability estimated at .86 for first‐year GPA and .93 for overall GPA. Additionally, reliabilities vary moderately by academic discipline, and within‐school grade intercorrelations are highly stable over time. These findings are consistent with a hierarchical structure of academic ability. Practical implications for decision making and measurement using GPA are discussed. 相似文献
632.
The developmental model of subjective group dynamics hypothesizes that peer exclusion during middle childhood involves inferences about group dynamics. To test the generality of this prediction, children judged, within minimal groups, peers whose behavior was loyal versus disloyal (Study 1: n = 46, mean age = 113 months) or morally acceptable versus unacceptable (Study 2: n = 121, mean age = 90 months). As hypothesized, in Study 1, children used their understanding of loyalty norms as a basis for evaluating peers. In both studies, higher commitment to the in-group increased use of group-based criteria for judging peers. In Study 2, children employed moral- and group-based criteria independently for judging peers. Multiple classification skill was associated with lower intergroup bias and greater use of morality-based judgment. 相似文献
633.
Helen Gunter Steve Rayner Graham Butt Antony Fielding Ann Lance Hywel Thomas 《Journal of Educational Change》2007,8(1):25-39
This paper describes the experience of change management observed as part of an evaluation of the Transforming School Workforce Pathfinder Project commissioned by the UK Government for the English education system. The 32 Pilot Schools made interventions in organisational
practice in ways that required them to think differently about work. Changes in the number, type and deployment of the school
workforce combined with thinking about the nature of work have challenged existing practices. In particular, a focus on change
management teams drawn from the whole school workforce, supported by an external school workforce advisor, has required schools
to examine the nature of decision-making and participation. We intend to draw on evidence from eight case study schools and
through this examine the implications for how change is understood and practiced. We critically engage with the government’s
preference for a particular model of change to bring about organisational improvement, and we reveal a pluralistic and dynamic
field both within practice and theorising.
相似文献
Hywel ThomasEmail: |
634.
635.
Louis M. Herman David S. Matus Elia Y. K. Herman Marina Ivancic Adam A. Pack 《Learning & behavior》2001,29(3):250-264
We assigned gestural symbols to nine body parts of a bottlenosed dolphin (Tursiops truncatus). The dolphin was first trained to touch any floating object it chose with the body part indicated by a gestural symbol. In Experiment 1, we tested the dolphin’s ability to now touchspecific gesturally referenced objects using specific gesturally referenced body parts. In Experiment 2, we tested its ability to either touch or toss gesturally referenced objects with gesturally referenced body parts or to simply display those body parts or shake them back and forth. The acts of touching, tossing, displaying, and shaking were each associated with specific gestures and appeared in random sequences within test sessions. The results demonstrated highly significant levels of performance throughout these tasks, including many successes on the first occasions of new body-part uses. These findings provided strong evidence that the gestural symbols we used for body parts were semantically processed and understood by the dolphin as representing those body parts. 相似文献
636.
Jennifer M. Clegg Nicole J. Wen Paige H. DeBaylo Adam Alcott Elena C. Keltner Cristine H. Legare 《Child development》2021,92(1):e56-e75
Teaching supports the high-fidelity transmission of knowledge and skills. This study examined similarities and differences in caregiver teaching practices in the United States and Vanuatu (N = 125 caregiver and 3- to 8-year-old child pairs) during a collaborative problem-solving task. Caregivers used diverse verbal and nonverbal teaching practices and adjusted their behaviors in response to task difficulty and child age in both populations. U.S. caregivers used practices consistent with a direct active teaching style typical of formal education, including guiding children’s participation, frequent praise, and facilitation. In contrast, Ni-Vanuatu caregivers used practices associated with informal education and divided tasks with children based on difficulty. The implications of these findings for claims about the universality and diversity of caregiver teaching are discussed. 相似文献
637.
638.
In this study, we examined the impact of covariate measurement error (ME) on the estimation of quantile regression and student growth percentiles (SGPs), and find that SGPs tend to be overestimated among students with higher prior achievement and underestimated among those with lower prior achievement, a problem we describe as ME endogeneity in this article. We proceeded to assess the effect of covariate ME correction on SGP estimation at two levels—the individual (student) and the aggregate (classroom). Our ME correction approach was limited to the simulation‐extrapolation method known as SIMEX. For both the individual and aggregate SGP, we find SIMEX effective in bias reduction. Further, because SIMEX is especially effective in reducing SGP bias for students with very high or very low prior achievement, it significantly weakens the ME endogeneity. SIMEX is also effective in reducing the MSE of aggregate SGP, provided that the students are sorted to some extent on their latent prior achievement. Our empirical study confirms the pattern of the simulation results: SIMEX mainly affects the mean SGP of classes in the highest and lowest quintiles of the prior score distribution, and significantly lowers the correlation between class SGP and prior achievement. 相似文献
639.
Jennifer Gore Sally Patfield Leanne Fray Kathryn Holmes Maree Gruppetta Adam Lloyd Maxwell Smith Treesa Heath 《The Australian Educational Researcher》2017,44(3):323-355
While access to higher education has increased for Indigenous Australians, participation and completion rates remain lower than those of non-Indigenous Australians. A sound evidence base is needed to ground equity initiatives if they are to address the specific needs of Indigenous students. This paper presents the results of a scoping review of empirical research focusing on the participation of Indigenous students in higher education. The purpose of the scoping review was to synthesise empirical research on aspirations for, and barriers and enablers to, higher education that were published between 2000 and 2016 (n = 57), and identify areas where further research is needed. Despite a recent increase in research on this topic, relatively little attention has been paid to Indigenous students’ aspirations while they are at school. We argue that future research should take account of school students’ aspirations for higher education, including primary school students; the similitude of barriers and enablers across the student life cycle; differences within Indigenous community and among Indigenous students; and, the insights emerging from Indigenous methodologies and scholarship. 相似文献
640.