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51.
52.
James L. Hoyt 《广播与电子媒介杂志》2013,57(4):455-464
53.
O. Hoyt Tribble 《Communication quarterly》2013,61(4):5-7
The main purpose of the educational program at the two‐year college is to facilitate the upward social, economic and educational mobility of its students. Therefore, the speech program should be consonant with that purpose. To achieve that purpose under Open Admissions in the City University of New York seems increasingly to require remediation of the students’ communication skills in English. Oral language skills make a preferred vehicle for introducing remediation in all the communication skills. Beyond that, the student should learn those skills important to his everyday situations: interpersonal and small group. 相似文献
54.
Dayton D. McKean Hoyt H. Hudson Marvin T. Herrick Wesley Swanson 《Quarterly Journal of Speech》2013,99(2):235-238
A Case Book in Discussion. By Frank C. and Mary B. Mckinney, with an introduction by Joseph V. Denny. New York: The Ronald Press, 1930: pp. vi, 267 ; $2.00. Suggestions for instructors. By the same authors; 28 pp. The Fred Newton Scott Anniversary Papers. By Former Students and Colleagues. Chicago: The University of Chicago Press, 1929: pp. ix, 319. Daniel Webster. By Allan L. Benson. New York: Cosmopolitan Book Corporation, 1929 ; pp. viii, 402. Elements of Public Speech. By J. K. Horner. New York: D. C. Heath and Company, 1929; pp. xi, 313. Literature for Oral Interpretation. By Eiohard Dennis Teall. Hollister. Ann Arbor, Michigan: George Wahr, 1929; pp. 752. $3.60. Anniversaries and Holidays. By Mary Emogene Hazeltines American Library Association, 520 N. Michigan Avenue, Chicago, 1929: pp. xx, 288. A Practical Handbook of Play Production. By D. C. Ashton. A Book of Dramatic Costume. By Edith Dabney and C. M. Wise. New York: F. S. Crofts and Co., 1930; pp. x, 163. $3. Theatre Management. By Sanford E. Stanton. New York: D. Ap‐pleton and Company, 1929; pp. vii, 154; $1.50. 相似文献
55.
Hoyt A McNulty JA Gruener G Chandrasekhar A Espiritu B Ensminger D Price R Naheedy R 《Anatomical sciences education》2010,3(6):295-299
This study integrated an in-house audience response system (ARS) in the human anatomy course over two years to determine whether students performed better on high-stakes examinations following exposure to similar interactive questions in a large lecture format. Questions in an interactive ARS format were presented in lectures via PowerPoint presentations. Students who chose to participate in the anonymous ARS sessions submitted answers via their personal wireless devices (e.g., laptops, smartphones, PDAs, etc). Students were surveyed for feedback. Student participation in ARS activities was greatest (65-80%) in the first lecture. The number of students who actively participated in ARS activities decreased over the next four sessions, and then slightly increased in the last two sessions. This trend was the same for both years. Use of the ARS did not dramatically enhance overall student performance on examination questions that dealt with content similar to content presented in the ARS sessions. However, students who scored in the lower quartile of the examination performed better on the examination questions after the ARS was implemented. Accordingly, our findings suggest that the effect of ARS to improve student performance on examinations was not uniform. The overall benefit of an ARS to enhance the lecture experience was confirmed by student surveys. 相似文献
56.
57.
The Orator's Assistant. By Alexander Thomas. “Worcester, Mass.: Alexander Thomas, 1797. The Pious Instructor. By Daniel Cooledge. “Walpole, N. H.: Charter and Hale, 1806. Le Maitre des Orateurs Populaires, Etude sur la prédication de Jesus. Par Auguste Bouvier. Paris: Librarie Fischbacher, 1892: pp. 88. 相似文献
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59.
Donald P. Hoyt 《Research in higher education》1973,1(4):367-378
The problem of measuring instructional effectiveness was examined, and a rationale was offered for employing “student progress on relevant objectives” for this purpose. To assess such progress, it was suggested that instructor ratings of the importance of objectives be combined with student ratings of progress on these objectives. On the basis of this suggestion, data were collected from 708 undergraduate classes at Kansas State University. An analysis of these data resulted in the following conclusions:
- Faculty members appeared to make reliable judgments of the relative importance of these objectives.
- Student progress ratings were made with acceptable reliability when there were 20–25 raters. Reliability of the overall progress measure was satisfactory when only 10 raters were used.
- Students used some discrimination in rating progress on various objectives, but their ratings were also noticeably subject to the halo effect.
- An indirect test of the validity of class progress ratings yielded positive results.