全文获取类型
收费全文 | 1747篇 |
免费 | 31篇 |
国内免费 | 1篇 |
专业分类
教育 | 1250篇 |
科学研究 | 162篇 |
各国文化 | 39篇 |
体育 | 87篇 |
综合类 | 4篇 |
文化理论 | 14篇 |
信息传播 | 223篇 |
出版年
2024年 | 5篇 |
2023年 | 16篇 |
2022年 | 16篇 |
2021年 | 43篇 |
2020年 | 57篇 |
2019年 | 88篇 |
2018年 | 114篇 |
2017年 | 122篇 |
2016年 | 107篇 |
2015年 | 81篇 |
2014年 | 103篇 |
2013年 | 356篇 |
2012年 | 78篇 |
2011年 | 91篇 |
2010年 | 63篇 |
2009年 | 68篇 |
2008年 | 47篇 |
2007年 | 48篇 |
2006年 | 54篇 |
2005年 | 18篇 |
2004年 | 31篇 |
2003年 | 31篇 |
2002年 | 25篇 |
2001年 | 14篇 |
2000年 | 14篇 |
1999年 | 14篇 |
1998年 | 9篇 |
1997年 | 6篇 |
1996年 | 4篇 |
1995年 | 7篇 |
1994年 | 4篇 |
1993年 | 2篇 |
1992年 | 5篇 |
1991年 | 6篇 |
1990年 | 3篇 |
1989年 | 3篇 |
1988年 | 1篇 |
1987年 | 3篇 |
1986年 | 1篇 |
1985年 | 5篇 |
1984年 | 4篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 3篇 |
1975年 | 1篇 |
1974年 | 1篇 |
排序方式: 共有1779条查询结果,搜索用时 0 毫秒
921.
In the present study we investigated developmental relations among word reading fluency, listening comprehension, and text reading fluency to reading comprehension in a relatively transparent language, Korean. A total of 98 kindergartners and 170 first graders in Korea were assessed on a series of tasks involving listening comprehension, word reading fluency, text reading fluency, and reading comprehension. Results from multigroup structural equation models showed that text reading fluency was a dissociable construct from word reading fluency for both kindergartners and first graders. In addition, a developmental pattern emerged: listening comprehension was not uniquely related to text reading fluency for first graders, but not for kindergartners, over and above word reading fluency. In addition, text reading fluency was uniquely related to reading comprehension for kindergartners, but not for first graders, after accounting for word reading fluency and listening comprehension. For first graders, listening comprehension dominated the relations. There were no differences in the pattern of relations for skilled and less skilled readers in first grade. Results are discussed from a developmental perspective for reading comprehension component skills including text reading fluency. 相似文献
922.
923.
924.
John William McKenna Andrea Flower Min Kyung Kim Stephen Ciullo Christa Haring 《Learning disabilities research & practice》2015,30(1):15-28
Students with learning disabilities (LD) experience pervasive academic deficits requiring extensive academic intervention; however, they may also engage in problem behaviors that adversely affect teaching and learning, thus lessening the potential impact of specialized instruction and supports. The learning deficits of students with LD are prevalent in the extant research, but behavioral needs appear to receive less attention. The authors report the results of a systematic review investigating the evidence‐base for function‐based interventions for students with LD using the What Works Clearinghouse (WWC) criteria for evaluating single‐case studies. Fourteen studies with 17 participants met inclusion criteria, with the majority occurring in elementary settings. Although interventions tended to be effective, few included maintenance and generalization measures. Because of the small number of studies (n = 4) that met WWC design and effectiveness standards, the authors conclude that function‐based interventions, although promising, cannot currently be considered an evidence‐based practice for students with LD. Implications for practice, areas for future research, and study limitations are reported. 相似文献
925.
926.
Minjeong Kim 《Assessment & Evaluation in Higher Education》2009,34(1):105-114
The purpose of this study was to investigate the effects of an elaborated assessee’s role on metacognitive awareness, performance and attitude in peer assessment. Two intact groups (a total of 82 students) were randomly assigned to a treatment condition (having back‐feedback activity) or a control condition (not having back‐feedback activity). The results indicated that, regarding metacognitive awareness, when participants played the elaborated assessee role, they tended to report higher metacognitive awareness in their learning process. Regarding performance, when participants played the elaborated assessee role, they tended to receive better scores in making a concept map. Regarding attitude, when participants played the elaborated assessee role, they reported greater motivation towards the peer assessment. The findings of this study suggest instructional implications for those who want to employ peer assessment as a learning method by showing the effectiveness of a well‐developed role design, specifically one that includes the back‐feedback activity. 相似文献
927.
Confidence Intervals for Weighted Composite Scores Under the Compound Binomial Error Model 下载免费PDF全文
Reporting confidence intervals with test scores helps test users make important decisions about examinees by providing information about the precision of test scores. Although a variety of estimation procedures based on the binomial error model are available for computing intervals for test scores, these procedures assume that items are randomly drawn from a undifferentiated universe of items, and therefore might not be suitable for tests developed according to a table of specifications. To address this issue, four interval estimation procedures that use category subscores for the computation of confidence intervals are presented in this article. All four estimation procedures assume that subscores instead of test scores follow a binomial distribution (i.e., compound binomial error model). The relative performance of the four compound binomial–based interval estimation procedures is compared to each other and to the better known normal approximation and Wilson score procedures based on the binomial error model. 相似文献
928.
ABSTRACTThe study of dispositions for effective teaching has become a key topic in education. Diverse characteristics, skills, and behaviors have been proposed as centrally important. Nevertheless, little work has been done on evaluating these disparate claims, or whether importance varies across primary and secondary teaching contexts. We address these issues by using a new instrument that incorporated a wide range and a large number of individual dispositions with an established methodology (the Q-sort; Block, 2008) that allows dispositions to be meaningfully ranked by importance and then compared across grade level. A diverse group of experienced teachers were consistent in their rankings, and their judgments showed both similarities and differences across grade level. We discuss theoretical and practical implications. 相似文献
929.
Research shows that Looked After Children (LAC) may experience emotional instability which can reduce their capacity to engage with education. This study evaluates an attachment based therapeutic Theraplay® intervention designed to bridge the gap between the emotional well-being of LAC and their engagement in education. Twenty LAC between the ages of five to 11 from nine schools participated in the project over eight months. The mixed method study used a repeated measures design. Strengths and difficulties questionnaires were used pre- and post-intervention; semi-structured interviews with teaching staff were conducted and children’s views were gathered. Quantitative results show a reduction in the children’s total strengths and difficulties stress scores post-intervention. Qualitative feedback shows noticeable changes in the children’s relationship skills, confidence and engagement with education. The complexities of supporting LAC in education and implications for educational psychology practice are explored. 相似文献
930.
The present study examined the relationshipbetween college classroom environment, academiccheating, and the neutralization (justification) ofacademic cheating. Two-hundred eighty undergraduatestudents from two liberal arts colleges in the Midwestparticipated in the study. Participants completed theCollege and University Classroom Environment Instrument(CUCEI) and the Survey on Academic Dishonesty (SAD), with instructions to complete thesequestionnaires (anonymously) in a manner that woulddescribe their perceptions, behavior, and attitudes inthe class in which the survey was completed. Three CUCEI scales were identified that discriminatedsignificantly between admitted cheaters and noncheaters.Cheaters described their classes as significantly lesspersonalized, satisfying, and task oriented than did noncheaters. Together, the seven scales ofthe CUCEI explained 4% of the variance in cheatingbehavior. Six CUCEI scales were found to be correlatedsignificantly with a measure of cheating neutralization. Specifically, neutralization increased withdecreases in perceived classroom personalization,involvement, student cohesiveness, satisfaction, taskorientation, and individualization. Together, the seven scales of the CUCEI explained 14% of thevariance in neutralization. It is concluded thatclassroom environment is a significant situationalvariable in academic dishonesty, as both cheatingbehavior and attitudes toward cheating are related toperceptions of classroom environment. 相似文献