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91.
92.
Studies of differential item functioning under item response theory require that item parameter estimates be placed on the same metric before comparisons can be made. The present study compared the effects of three methods for linking metrics: a weighted mean and sigma method (WMS); the test characteristic curve method (TCC); and the minimum chi-square method (MCS), on detection of differential item functioning. Both iterative and noniterative linking procedures were compared for each method. Results indicated that detection of differentially functioning items following linking via the test characteristic curve method gave the most accurate results when the sample size was small. When the sample size was large, results for the three linking methods were essentially the same. Iterative linking provided an improvement in detection of differentially functioning items over noniterative linking particularly with the .05 alpha level. The weighted mean and sigma method showed greater improvement with iterative linking than either the test characteristic curve or minimum chi-square method. 相似文献
93.
94.
Computer‐based tests (CBTs) often use random ordering of items in order to minimize item exposure and reduce the potential for answer copying. Little research has been done, however, to examine item position effects for these tests. In this study, different versions of a Rasch model and different response time models were examined and applied to data from a CBT administration of a medical licensure examination. The models specifically were used to investigate whether item position affected item difficulty and item intensity estimates. Results indicated that the position effect was negligible. 相似文献
95.
A new spatial ability test was administered online to 223 undergraduate students enrolled in introductory science courses. The 30-item multiple choice test measures individual differences in ability to identify the two-dimensional cross section of a three-dimensional geometric solid, a skill that has been identified as important in science, technology, engineering and mathematics (STEM) fields. Bivariate and partial correlations suggest that the test measures a skill that is distinct from three-dimensional mental rotation and change in view perspective. Test items varied along two scales: complexity of the geometric solid to be sliced and orientation of the cutting plane. Internal reliability of both the overall test and its subscales was satisfactory. Performance was higher on figures cut by orthogonal, rather than oblique, planes. Patterns of performance across more and less complex items, and patterns of sex differences on these items, suggest that items on the test are differentially amenable to imagistic and analytic strategies, with males outperforming females on items that are less amenable to analytic strategies. The test shows promise for online administration and for adaptation to younger populations. 相似文献
96.
Dina N. Kovarik Davis G. Patterson Carolyn Cohen Elizabeth A. Sanders Karen A. Peterson Sandra G. Porter Jeanne Ting Chowning 《CBE life sciences education》2013,12(3):441-459
We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The program included best practices in adult education and diverse resources to empower teachers to integrate STEM career information into their classrooms. The introductory unit, Using Bioinformatics: Genetic Testing, uses bioinformatics to teach basic concepts in genetics and molecular biology, and the advanced unit, Using Bioinformatics: Genetic Research, utilizes bioinformatics to study evolution and support student research with DNA barcoding. Pre–post surveys demonstrated significant growth (n = 24) among teachers in their preparation to teach the curricula and infuse career awareness into their classes, and these gains were sustained through the end of the academic year. Introductory unit students (n = 289) showed significant gains in awareness, relevance, and self-efficacy. While these students did not show significant gains in engagement, advanced unit students (n = 41) showed gains in all four cognitive areas. Lessons learned during Bio-ITEST are explored in the context of recommendations for other programs that wish to increase student interest in STEM careers. 相似文献
98.
This study explores how organizational members with disabilities experience and manage organizational assimilation in the workplace. The organizational socialization model was used to initially analyze participants' assimilation experiences and co-cultural theory was used as a framework for examining how participants negotiate assimilation. Interviews with 24 participants with physical disabilities were analyzed. Results illustrate a dynamic and difficult process of managing and negotiating assimilation, using a variety of communication strategies such as accommodation (attempts to keep some cultural identity) and assimilation (attempts to conform), as opposed to separation (rejecting common connection with dominant members and bonding only with co-cultural members). 相似文献
99.
Sherri Michaels Rachael Cohen 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(4-5):63-76
This study looks at known-item searches within a university catalog that come up with a “no results” response to see whether patrons will then place an ILL request for that material and how persistent a user might be in order to obtain something that they want. Catalog search transaction logs were compared against interlibrary loan (ILL) requests placed during the same time frame. Overall, the rate of persistence, or the frequency with which ILL requests were placed when no results were found in the catalog is very low. 相似文献
100.
This investigation sought to develop a broad view of discovery service user behavior by analyzing vendor-provided and Google Analytics usage data from discovery service implementations at two Indiana University campuses. The results of this analysis demonstrate how usage data can communicate both intermediary and end results of user interactions within discovery services. The findings reveal user behavior trends, which may be used to develop strategies to improve information literacy instruction techniques, as well as discovery service interface enhancements. 相似文献