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151.
Anneke C. Timmermans Simone Doolaard Inge de Wolf 《School Effectiveness & School Improvement》2013,24(4):393-413
Accountability systems in education generally include indicators of student performance. However, these indicators often differ considerably among the various systems. More and more countries try to include value-added measures, mainly because they do not want to hold schools accountable for differences in their initial intake of students. This study presents a conceptual framework of these value-added measures, resulting in an overview of 5 different types. Using data from Dutch secondary schools, we empirically provide estimates of these different measures. Our analyses show that the correlation between the different types of school effects estimated is rather high, but that the different models implicate different results for individual schools. Based on theoretical considerations, arguments are given to use the following indicators in the value-added accountability models: prior achievement, student-level background characteristics, and compositional characteristics of the student population. 相似文献
152.
The purpose of the present study is to examine the language characteristics of a few states' large-scale assessments of mathematics and science and investigate whether the language demands of the items are associated with the degree of differential item functioning (DIF) for English language learner (ELL) students. A total of 542 items from 11 assessments at Grades 4, 5, 7, and 8 from three states were rated for the linguistic complexity based on a developed linguistic coding scheme. The linguistic ratings were compared to each item's DIF statistics. The results yielded a stronger association between the linguistic rating and DIF statistics for ELL students in the “relatively easy” items than in the “not easy” items. Particularly, general academic vocabulary and the amount of language in an item were found to have the strongest association with the degrees of DIF, particularly for ELL students with low English language proficiency. Furthermore, the items were grouped into four bundles to closely look at the relationship between the varying degrees of language demands and ELL students' performance. Differential bundling functioning (DBF) results indicated that the exhibited DBF was more substantial as the language demands increased. By disentangling linguistic difficulty from content difficulty, the results of the study provide strong evidence of the impact of linguistic complexity on ELL students' performance on tests. The study discusses the implications for the validation of the tests and instructions for ELL students. 相似文献
153.
English language proficiency (ELP) assessment scores are used by states to make high-stakes decisions related to linguistic support in instruction and assessment for English learner (EL) students and for EL student reclassification. Changes to both academic content standards and ELP academic standards within the last decade have resulted in increased academic rigor and language demands. In this study, we explored the association between EL student performance over time on content (English language arts and mathematics) and ELP assessments, generally finding evidence of positive associations. Modeling the simultaneous association between changes over time in both content and ELP assessment performance contributes empirical evidence about the role of language in ELA and mathematics development and provides contextual information to serve as validity evidence for score inferences for EL students. 相似文献
154.
This study examines the impact of universities’ reputation on teaching income and demonstrates how strongly reputation may affect the fees that they can charge. Higher Education is increasingly competitive and international, and institutions are preoccupied with national and international prestige. Research output is demonstrably central to reputation and, specifically, to global rankings, but less has been written about the benefits of high prestige for teaching income and the ability to charge high fees. This article uses English data to show the impact when fees are partially deregulated. Public universities with high rankings in global league tables and on domestic measures can command teaching income per student which is very much higher (in this case typically more than a third) than lower‐prestige institutions. This financial return to prestige further increases universities’ incentives to seek high positions in league tables and establish a reputational brand. 相似文献
155.
Joyce Gubbels Karien M. Coppens Inge de Wolf 《International Journal of Inclusive Education》2018,22(11):1137-1153
There is a global trend towards including children with special needs in mainstream schools instead of placing them in special schools. However, the numbers of students in special schools varies greatly among regions due to variations in educational systems, funding arrangements – and the incentives that are associated with these arrangements – and demographic trends. In the Netherlands, a new policy aimed at inclusive education was introduced in 2014, together with financial measures to equalise funding for students with special needs across the country. The present study explored the effects of this equalisation policy, as well as the demographic trend of population decline, on dropout rates and participation rates in special education (namely, special schools for mainstream education and schools for special education). The data were retrieved from nation-wide registration systems. The results showed that population decline did not affect participation rates in special education, whereas decreases in funding did result in greater declines in participation rates in special education. Moreover, decreases in funding also resulted in higher dropout rates in areas with growing student populations. Although the reform of funding arrangements resulted in lower participation in special education, higher dropout rates might be a cost of this shift towards inclusive education. 相似文献
156.
This article describes an enrichment program for gifted students which was a joint effort of school personnel and community individuals. Parent involvement was the key to the conception and implementation of the program for first through fourth graders and was the key to its success. Gifted students were given opportunities to learn and practice higher level thinking skills, were able to interact and exchange ideas with one another, and were exposed to challenging and exciting curricula not available in their regular program. Once the program became operational, it was conducted with little or no cost to the school district and administered by the community council. 相似文献
157.
158.
The most important implication of the double-deficit hypothesis (Wolf & Bowers, in this issue) concerns a new emphasis on fluency and automaticity in intervention for children with developmental reading disabilities. The RAVE-O (Retrieval, Automaticity, Vocabulary Elaboration, Orthography) program is an experimental, fluency-based approach to reading intervention that is designed to accompany a phonological analysis program. In an effort to address multiple possible sources of dysfluency in readers with disabilities, the program involves comprehensive emphases both on fluency in word attack, word identification, and comprehension and on automaticity in underlying componential processes (e.g., phonological, orthographic, semantic, and lexical retrieval skills). The goals, theoretical principles, and applied activities of the RAVE-O curriculum are described with particular stress on facilitating the development of rapid orthographic pattern recognition and on changing children's attitudes toward language. 相似文献
159.
Hutchins Nicole M. Biswas Gautam Maróti Miklós Lédeczi Ákos Grover Shuchi Wolf Rachel Blair Kristen Pilner Chin Doris Conlin Luke Basu Satabdi McElhaney Kevin 《Journal of Science Education and Technology》2020,29(1):83-100
Journal of Science Education and Technology - Synergistic learning combining computational thinking (CT) and STEM has proven to be an effective method for advancing learning and understanding in a... 相似文献
160.