全文获取类型
收费全文 | 128篇 |
免费 | 6篇 |
国内免费 | 1篇 |
专业分类
教育 | 95篇 |
科学研究 | 21篇 |
各国文化 | 2篇 |
体育 | 9篇 |
文化理论 | 3篇 |
信息传播 | 5篇 |
出版年
2021年 | 2篇 |
2019年 | 5篇 |
2018年 | 7篇 |
2017年 | 4篇 |
2016年 | 4篇 |
2015年 | 3篇 |
2014年 | 3篇 |
2013年 | 21篇 |
2012年 | 2篇 |
2011年 | 3篇 |
2010年 | 2篇 |
2009年 | 4篇 |
2008年 | 3篇 |
2007年 | 3篇 |
2006年 | 2篇 |
2005年 | 2篇 |
2004年 | 6篇 |
2003年 | 6篇 |
2002年 | 3篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1999年 | 2篇 |
1996年 | 2篇 |
1994年 | 2篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 2篇 |
1974年 | 2篇 |
1957年 | 1篇 |
1938年 | 1篇 |
1918年 | 1篇 |
1917年 | 1篇 |
1912年 | 1篇 |
1908年 | 1篇 |
1907年 | 1篇 |
1902年 | 3篇 |
1897年 | 2篇 |
1895年 | 2篇 |
1890年 | 2篇 |
1889年 | 2篇 |
1847年 | 1篇 |
排序方式: 共有135条查询结果,搜索用时 15 毫秒
51.
52.
Tamás Keller 《Educational studies》2016,42(5):493-518
This paper argues that school grades cannot be interpreted solely as a reward for a given school performance, since they also reflect teachers’ assessments of pupils. A teacher’s evaluation of a pupil’s performance, as reflected in the grade awarded, might influence the effort that the pupil invests in learning. Grades might therefore serve as sticky assessments, affecting pupils’ later school performance. Getting discounted grades in year 6 for a given level of maths performance assessed using a PISA-like test has a positive effect on maths test scores in year 8 of elementary education, and also influences later outcomes in secondary education. The empirical analysis tries to minimise the possible bias caused by measurement error in year 6 test scores (unmeasured ability) and employs classroom fixed-effect instrumental variable (IV) regression and difference-in-difference models. The empirical analysis is based on a unique Hungarian individual-level panel data-set containing two observations about the same individual – one in year 6 (12/13 years old) and the other two years later, in year 8 (14/15 years old) of elementary education. The data for three entire school cohorts is analysed – approximately 140,000 individuals. 相似文献
53.
The Development of Implicit Memory From Infancy to Childhood: On Average Performance Levels and Interindividual Differences
下载免费PDF全文
![点击此处可从《Child development》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Isabel A. Vöhringer Thorsten Kolling Frauke Graf Sonja Poloczek Ina Fassbender Claudia Freitag Bettina Lamm Janina Suhrke Johanna Teiser Manuel Teubert Heidi Keller Arnold Lohaus Gudrun Schwarzer Monika Knopf 《Child development》2018,89(2):370-382
The present multimethod longitudinal study aimed at investigating development and stability of implicit memory during infancy and early childhood. A total of 134 children were followed longitudinally from 3 months to 3 years of life assessing different age‐appropriate measures of implicit memory. Results from structural equation modeling give further evidence that implicit memory is stable from 9 months of life on, with earlier performance predicting later performance. Second, it was found that implicit memory is present from early on, and no age‐related improvements are found from 3 months on. Results are discussed with respect to the basic brain structures implicit memory builds on, as well as methodological issues. 相似文献
54.
The Educational Technology Certificate (ETC.) courses at Michigan State University are a set of three courses that can be taken as a standalone qualification or as the first three courses in the Master’s of Educational Technology degree. Together, the courses emphasize the development of technology skills and advanced mindsets for technology integration in the classroom. In this article, we provide examples of our approach to the teaching of technology skills and mindsets in ways that are adaptable across four distinct modes of instruction (online, hybrid, overseas and faceto-face). We also present student feedback and survey data that inform a critical evaluation of the program’s effectiveness. Findings suggest that the certificate courses help students to gain technological skills, to become more confident users of technology and more likely to help colleagues with tech-related questions. Interestingly, respondents also reported feeling like better teachers, in general, after taking these courses. 相似文献
55.
This article examines the effects of clustering in latent class analysis. A comprehensive simulation study is conducted, which begins by specifying a true multilevel latent class model with varying within- and between-cluster sample sizes, varying latent class proportions, and varying intraclass correlations. These models are then estimated under the assumption of a single-level latent class model. The outcomes of interest are measures of bias in the Bayesian Information Criterion (BIC) and the entropy R 2 statistic relative to accounting for the multilevel structure of the data. The results indicate that the size of the intraclass correlation as well as between- and within-cluster sizes are the most prominent factors in determining the amount of bias in these outcome measures, with increasing intraclass correlations combined with small between-cluster sizes resulting in increased bias. Bias is particularly noticeable in the BIC. In addition, there is evidence that class separation interacts with the size of the intraclass correlations and cluster sizes in producing bias in these measures. 相似文献
56.
Due to recent research in equating methodologies indicating that some methods may be more susceptible to the accumulation of equating error over multiple administrations, the sustainability of several item response theory methods of equating over time was investigated. In particular, the paper is focused on two equating methodologies: fixed common item parameter scaling (with two variations, FCIP‐1 and FCIP‐2) and the Stocking and Lord characteristic curve scaling technique in the presence of nonequivalent groups. Results indicated that the improvements made to fixed common item parameter scaling in the FCIP‐2 method were sustained over time. FCIP‐2 and Stocking and Lord characteristic curve scaling performed similarly in many instances and produced more accurate results than FCIP‐1. The relative performance of FCIP‐2 and Stocking and Lord characteristic curve scaling depended on the nature of the change in the ability distribution: Stocking and Lord characteristic curve scaling captured the change in the distribution more accurately than FCIP‐2 when the change was different across the ability distribution; FCIP‐2 captured the changes more accurately when the change was consistent across the ability distribution. 相似文献
57.
58.
Alina Kuthe Lars Keller Annemarie Körfgen Hans Stötter Anna Oberrauch Karl-Michael Höferl 《The Journal of environmental education》2013,44(3):172-182
AbstractUnder the premise that the young generation of teenagers cannot be considered to be uniform, this study identified groups of teenagers based on their level of climate change awareness. Questionnaires answered by 760 teenagers (13–16?years old) from Germany and Austria were analyzed using a hierarchical cluster analysis. The teenagers were assigned to four groups that differed as to their cognitive, affective and conative aspects of climate change awareness. Based on the empirical results, the authors argue that there are different subgroups of young people in terms of climate change awareness, which climate change education should take into consideration. 相似文献
59.
Joseph A. Buckhalt Mona El-Sheikh Peggy S. Keller Ryan J. Kelly 《Child development》2009,80(3):875-892
Relations between children's sleep and cognitive functioning were examined over 2 years, and race and socioeconomic status were assessed as moderators of effects. Third-grade African American and European American children ( N = 166; M = 8.72 years) participated at Time 1 and again 2 years later ( N = 132). At both Time 1 and Time 2, sleep was examined via self-report and actigraphy. Children were administered selected tests from the Woodcock–Johnson III Tests of Cognitive Abilities, and Stanford Achievement Test scores were obtained from schools. Children's sleep was related to intellectual ability and academic achievement. Results build substantially on an emerging literature supportive of the importance of sleep in children. 相似文献
60.
Aston K. McCullough Bryan S. Keller Shumin Qiu Carol Ewing Garber 《Measurement in physical education and exercise science》2018,22(3):275-286
The purpose of this study was to estimate distances from accelerometer-derived Bluetooth signals as a measure of interpersonal spatial proximity. Accelerometer-derived proximity data were collected indoors and outdoors over a 10m range to calibrate simulation models. Proximity data were simulated over 20m (indoor) and 50m (outdoor) ranges. Competing statistical and machine learning models were used to predict simulated distances; the Root-Mean-Square-Error (RMSE) was calculated. Simulation estimates were validated under conditions wherein a single beacon-receiver (SBR) and multiple beacons-receivers (MBR) collected proximity data indoors and outdoors within a ≤10m range. Simulation data showed that a Random Forest (RF) model performed optimally. The validated RF RMSE was ≤2.7 for SBR, and ≥90% of predicted distances were accurately classified as ≤10m. For MBR, ≥67% of predicted distances were accurately classified as ≤10m. Simulation and validation data suggest that distances can be estimated from accelerometer-derived proximity data within a 20m range using a SBR. 相似文献