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111.
Skedsmo Guri Huber Stephan Gerhard 《Educational Assessment, Evaluation and Accountability》2022,34(2):139-141
Educational Assessment, Evaluation and Accountability - 相似文献
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Gerhard Smid 《Studies in Continuing Education》2013,35(1):55-70
This paper explores the ways in which it is possible for universities to design learning opportunities for management consultants. Drawing on a successful practice in The Netherlands and using the literature on learning, development of competencies and career theory, it investigates selected aspects of this particular “market”, comparing the conventions governing the practice of consultants with those of academic practice. Its subsequent argument for the successful design of learning opportunities for professional consultants is organised around a discussion of five learning “devices”: (1) a self-reflective design practice; (2) a design process operating along three dimensions - the acquisition of knowledge and/or techniques, development of professional competencies, and personal and professional transitions; (3) treating knowledge as a process rather than a product; (4) building on learning experiences in work and on anticipated performances; and (5) a prohibition of “ego” in consultants' learning. The paper concludes with some reflections on the use of these devices elsewhere. 相似文献
115.
Carla Gerhard Andreas G. Klein Karin Schermelleh-Engel Helfried Moosbrugger Jana Gäde Holger Brandt 《Structural equation modeling》2013,20(2):276-287
This article investigates likelihood-based difference statistics for testing nonlinear effects in structural equation modeling using the latent moderated structural equations (LMS) approach. In addition to the standard difference statistic TD, 2 robust statistics have been developed in the literature to ensure valid results under the conditions of nonnormality or small sample sizes: the robust TDR and the “strictly positive” TDRP. These robust statistics have not been examined in combination with LMS yet. In 2 Monte Carlo studies we investigate the performance of these methods for testing quadratic or interaction effects subject to different sources of nonnormality, nonnormality due to the nonlinear terms, and nonnormality due to the distribution of the predictor variables. The results indicate that TD is preferable to both TDR and TDRP. Under the condition of strong nonlinear effects and nonnormal predictors, TDR often produced negative differences and TDRP showed no desirable power. 相似文献
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Dietrich Boles Markus Dreger Kai Gro?johann Cornelia Haber Andreas Kusserow Stefan Lohrum Dirk Menke Jochen Meyer Gerhard M?ller und Ricarda Weber 《Informatik - Forschung und Entwicklung》1998,13(3):110-121
Zusammenfassung. Ziele des MeDoc-Projektes waren die Konzeption, prototypische Entwicklung und Erprobung volltextbasierter Informations- und
Publikationsdienste für die Informatik, um den Informationsaustausch und die Literaturversorgung in der Wissenschaft effektiver
gestalten zu k?nnen. Dazu wurde im Rahmen des Projektes ein internet-basiertes System entwickelt, in dem Informatik & Fachinformation
im Volltext gespeichert, recherchiert, abgerufen und gelesen werden kann und das die Suche nach Informatik-Literatur in heterogenen,
verteilten Informationsquellen im Internet unterstützt. Das Informationsangebot ist dabei teilweise kostenpflichtig. In diesem
Artikel werden Ziele, Funktionalit?t und Architektur des MeDoc-Systems beschrieben.
Eingegangen am 19. Januar 1998 / Angenommen am 27. April 1998 相似文献
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Due to new standards in fostering life-long learning at school, research has increasingly dealt with the promotion of self-regulated
learning, resulting in a large number of intervention studies conducted at primary and secondary school. The current study
aimed at investigating the impact of various training characteristics on the training outcomes, regarding academic performance,
strategy use and motivation of students. Two meta-analyses were conducted separately, one for primary and one for secondary
school level to allow for comparisons between both school levels. The meta-analyses included 49 studies conducted with primary
school students and 35 studies conducted with secondary school students; analyzing 357 effect sizes altogether. The potential
effects of training characteristics were investigated by means of meta-analytic multiple regression analyses. The average
effect size was 0.69. For both school levels, effect sizes were higher when the training was conducted by researchers instead
of regular teachers. Moreover, interventions attained higher effects when conducted in the scope of mathematics than in reading/writing
or other subjects. Self-regulated learning can be fostered effectively at both primary and secondary school level. However,
the theoretical background on which the training programme is based, as well as the type of instructed strategy led to differential
effects at both school levels.
相似文献
Gerhard BüttnerEmail: |