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41.
One difficult problem in information retrieval (IR) is the proper interpretation of user queries. It is extremely hard for users to express their information needs in a specific yet exhaustive way. In an effort to alleviate this problem, two theoretical models have been proposed to utilize user characteristics maintained in the form of a user profile. Although the idea of integrating user profiles into an IR system is intuitively appealing, and the models seem viable, no research to date has established a foundation for the roles of user profiles in such a system. Aiming at the investigation of the roles of user profiles, therefore, this study first identifies and extends various query/profile interaction models to provide a ground upon which the investigation can be undertaken. From a continuum of models characterized on the basis of interaction types, metrics, and parameters, nearly 400 models are chosen to investigate the “model space.” New measures are developed based on the notion of user satisfaction/frustration. In addition, three different criteria are used to guide users in making judgments on the quality of retrieved items. Analysis of the data obtained from the experiments shows that, for a wide variety of criteria and metrics, there are always some query/profile interaction models that outperform the query alone model. In addition, preferable characteristics for different criteria are identified in terms of interaction types, parameters, and metrics. 相似文献
42.
The Urban Review - Educational researchers and practitioners have cited the need for new directions in youth leadership studies as it relates to globalization. Globalization is considered one of... 相似文献
43.
44.
Bullying and repeated conventional transgressions in Swedish schools: How do gender and bullying roles affect students’ conceptions? 下载免费PDF全文
Robert Thornberg Tiziana Pozzoli Gianluca Gini Jun Sung Hong 《Psychology in the schools》2017,54(9):1189-1201
Bullying is a moral transgression. Recognizing the importance of approaching bullying from a moral perspective, the present study examines whether children's judgments and reasoning to justify their judgments differ between bullying and repeated conventional transgressions. Our study also explores differences by gender and differences among bullies, victims, and uninvolved students. Participants included 381 students from 13 elementary schools in Sweden. Findings indicate that children judge bullying as more wrong than repeated conventional transgressions; use moral reasons more frequently in their justifications about bullying than about repeated conventional transgressions; and use conventional reasons more frequently to justify their judgments on repeated conventional transgressions as compared with bullying. Female students and nonbullies judged bullying and repeated conventional transgressions as more wrong and used moral reasons more frequently in their justifications of judgments of bullying than did male students and bullies. Male students reported bullying more than did female students. Implications for practice are also discussed. 相似文献
45.
Sung “Pil” Kang 《TechTrends》2017,61(1):32-45
This study was conducted to contribute to the field of Human Performance Technology (HPT) through the validation of the performance analysis process of the International Society for Performance Improvement (ISPI) HPT model, the most representative and frequently utilized process model in the HPT field. The study was conducted using content analysis as the research methodology to investigate thirty HPT business cases. The findings in this research indicate that the detailed processes and components as depicted in the performance analysis process in the ISPI HPT model were not fully present in the HPT business cases. Actual processes used in the business cases to identify performance gaps differed in part from the model. In addition, the procedure of analysis in the model is depicted as a logical sequence and in the cases is an actual sequence. In addition, the refined performance analysis process is proposed based on the research findings. 相似文献
46.
The interpretation of computed tomographs (CTs) and magnetic resonance images (MRIs) to diagnose clinical conditions requires basic knowledge of sectional anatomy. Sectional anatomy has traditionally been taught using sectioned cadavers, atlases, and/or computer software. The computer software commonly used for this subject is practical and efficient for students but could be more advanced. The objective of this research was to present browsing software developed from the Visible Korean images that can be used for teaching sectional anatomy. One thousand seven hundred and two sets of MRIs, CTs, and sectioned images (intervals, one millimeter) of a whole male cadaver were prepared. Over 900 structures in the sectioned images were outlined and then filled with different colors to elaborate each structure. Software was developed where four corresponding images could be displayed simultaneously; in addition, the structures in the image data could be readily recognized with the aid of the color-filled outlines. The software, distributed free of charge, could be a valuable tool to teach medical students. For example, sectional anatomy could be taught by showing the sectioned images with real color and high resolution. Students could then review the lecture by using the sectioned and color-filled images on their own computers. Students could also be evaluated using the same software. Furthermore, other investigators would be able to replace the images for more comprehensive sectional anatomy. 相似文献
47.
This study was conducted in order to examine how and to what extent the implementation of the performance-based bonus program
in South Korean schools has motivated teachers to improve their behavior, as well as to identify any other positive or negative
effects of the program. Interviews with teachers indicated that a large percentage of teachers did not have a clear understanding
of the evaluation system and did not feel that the evaluation standards were indicative of good teaching practice or that
the evaluators were sufficiently experienced to conduct the evaluations. As a result, teachers generally had negative opinions
regarding the program and did not support its continuation. Aligned with the expectancy theory, it was found that the Korean
teachers’ expectancy probabilities were low, instrumentality was low, most did not value a bonus, and they perceived other
negative outcomes from the program. Therefore, most teachers stated that the program was not motivating them to improve their
instructional performance. Further, schools’ cultural factors such as seniority, the traditional concept of Sesheng, and mistrust of job security turn out to not facilitate the original intention of the policy. 相似文献
48.
Jun Sung Hong Dorothy L. Espelage Andrew Grogan-Kaylor Paula Allen-Meares 《Educational Psychology Review》2012,24(2):167-186
A growing body of literature is demonstrating associations between childhood maltreatment and bullying involvement at school.
In this literature review, four potential mediators (explanatory) and three potential moderators (mitigates or exacerbates)
of the association between childhood maltreatment and school bullying are proposed. Mediators include emotional dysregulation,
depression, anger, and social skills deficits. Moderators reviewed include quality of parent–child relationships, peer relationships,
and teacher relationships. Although there might be insurmountable challenges to addressing child maltreatment in primary or
universal school-based prevention programs, it is possible to intervene to improve these potentially mediating and moderating
factors. 相似文献
49.
A growing body of research documents that various forms of violence exposures are interrelated. This paper presents a conceptual model, which accounts for the relationship between youth witnessing intimate partner violence (IPV) at home and their subsequent engagement in bullying behaviors and victimization by peers. A comprehensive search of major databases was conducted within a 12-year period (1999–2011). Based on this review, we provide empirical evidence, which documents that youth who witness IPV are at increased risk for bullying behaviors and peer victimization. Next, we posit a mediational model, which suggests that the relationship between witnessing IPV and bullying behavior and peer victimization is mediated by psychological problem behaviors, lower school success, and problematic peer interactions. We also explore potential moderating factors that may exacerbate or buffer the effects of witnessing IPV, such as age, gender, race/ethnicity, parenting practices, and peer relationships. This overall conceptual model should be empirically tested and has important implications for guiding future research on the relationship between IPV and bullying behaviors and victimization among youth. 相似文献
50.
The present study focused on junior high-school graduates who were equally able but attended different-rank high schools, comparing their academic self-concept, school adjustment, and academic achievement upon the completion of senior high school. An overall-school analysis was used to replicate previous findings, and an adjacent-school comparison was conducted to compare the performance of students at the bottom of a higher track and their similar-ability counterparts at the top of a lower track. The results indicated that the big-fish-little-pond effect (BFLPE) affects the academic self-concept and school adjustment of certain students, but not their academic achievement. Furthermore, the BFLPE was present between the bottom students of the first-ranked school and the top students of the second-ranked school, but not between the bottom students of the second-ranked school and the top students of the third-ranked school. The obtained results indicate that the BFLPE may not necessarily be associated with cognitive outcomes such as academic achievement and tracking contexts with less contrasting groups. 相似文献