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41.
Since the demise of the University Grants Committee (UGC) the Committee of Vice-Chancellors and Principals (CVCP) has had an opportunity to forge a new relationship to the state. While the Committee has continued to engage in elite negotiations with state institutions such as the funding and research councils, it has also become an active pressure group exerting its influence upon the political process in general. Perhaps more interesting than the recent change in the CVCP's role is the way in which, given the expansion of the university sector following the passage of the Further and Higher Education Act, 1992, it will develop in the future. This future role, so the article argues, is dependent upon the interaction of two factors: the nature of the funding context imposed by government, and the ability of the Committee to sustain its own internal cohesion. The article poses alternative outcomes dependent upon contrasting interpretations as to how these two variables could develop. 相似文献
42.
43.
Ted Hipple 《Publishing Research Quarterly》1992,8(1):5-13
For young adult literature, a generation is not thirty years, but four or five. Books that last for several generations do
so because of inherent qualities, including well-drawn characters, important themes intelligently explored, and richness of
language. But they also survive because they are studied by researchers and used in college and school literature classes.
Ted Hipple, a founder and past president of ALAN (the Assembly on Literature for Adolescents of the National Council of Teachers
of English), currently serves that organization as its executive secretary. A professor of education at the University of
Tennessee, Hipple has written widely about young adult literature. 相似文献
44.
Abstract In this classroom‐based research study, written expression was viewed as an interactive social process involving written communication between the teacher and the children. Children received increased opportunities to write on topics they chose themselves, and their teacher responded in writing to the content of their writing. The teacher did not provide corrective feedback for accuracy of spelling or grammar throughout the study. Written content feedback from the teacher was provided to each child according to an intra‐subject ABAB research design. Analysis of the teacher's written feedback identified her use of six specific categories of positive response to the themes, ideas and characters of each child's writing. Significant increases in both quantity and quality of writing occurred during the written content feedback phases. Spelling accuracy was maintained at a high level of accuracy throughout the study. 相似文献
45.
Self‐worth protective students characteristically perform poorly when they anticipate that poor performance is likely to reveal low ability, yet perform well in situations that involve little threat to self‐worth. The present study sought a further understanding of this variable pattern of achievement, assessing two possibilities: (1) that the poor performance of students high in self‐worth protection in situations of high evaluative threat is appropriately viewed as self‐handicapping behaviour in the form of strategic withdrawal of effort, and (2) that the poor performance of students high in self‐worth protection is an outcome of anxiety or “choking under pressure”. Participants were 72 undergraduate students, either high or low in self‐worth protection, assigned to one of three performance feedback conditions: humiliating failure, failure allowing face‐saving, and success. They subsequently completed 20 anagrams and 12 remote associates tasks, assessing performance, followed by 16 unicursal tasks during what was believed to be a practice period, providing an assessment of behavioural self‐handicapping in the form of intentional low effort. Students high in self‐worth protection performed poorly on the anagrams and remote associates following humiliating failure. They also reported greater anxiety across experimental conditions and claimed greater anxiety impairment than students low in self‐worth protection. These outcomes provide little support for an interpretation of self‐worth protection as self‐handicapping behaviour, instead supporting an interpretation of self‐worth protection as an outcome of choking under pressure, fuelled by evaluative threat. 相似文献
46.
Ted S. Hasselbring 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(3):313-324
This article reviews the research on the effectiveness of computer-based instruction (CBI) conducted over the past two decades. Using student achievement as a dependent measure, research on CBI is reviewed under the headings of evaluative studies, summaries of the proportion of studies favourable and unfavourable to CBI (‘box-score reviews’) and meta-analyses. Conclusions are drawn as to the effectiveness of CBI with regard to academic and social achievement. Finally, a cost-analysis of CBI is provided. 相似文献
47.
The self‐worth theory of achievement motivation holds that in situations in which poor performance is likely to reveal low ability, certain students (known as self‐worth protective students) intentionally withdraw effort in order to avoid the negative implications of poor performance in terms of damage to self‐worth. In this study, evidence of self‐worth protection was sought where it is perhaps least likely to be seen: in women in mathematics, where the negative effects of stereotype threat are suggested. Links between self‐worth protection and performance on three maths tasks (a computational task, an algebraic task, and the Tower of Hanoi, a game‐like task tapping into mathematical skills yet devoid of mathematical signs and symbols) and a verbal task (a remote associates task) were examined in an intellectually evaluative situation (following failure) and in an intellectually non‐evaluative situation (following success). Relative to low maths self‐worth protective students, high maths self‐worth protective students performed poorly on both mathematical tasks, but not on either the Tower of Hanoi or the remote associates test. Collectively, findings are consistent with the conclusion that a self‐worth explanation can be applied to the poor performance of women in mathematics. Critical eliciting conditions appear to be mathematical signs and symbols and the presence of evaluative threat. 相似文献
48.
49.
YANG Chih Ted 《天津大学学报(英文版)》2008,14(4):235-247
GSTARS (Generalized Sediment Transport model for Alluvial River Simulation) is a series of computer models developed by the
U.S. Bureau of Reclamation while the author was employed by that agency. The stream tube concept is used in all GSTARS models
which allow us to solve one-dimensional equations for each stream tube independently and obtain semi-two-dimensional variation
of the hydraulic conditions along and across stream tubes for rivers and reservoirs. Sediment transport, scour, and deposition
processes are simulated along each stream tube independently to give us a semi-three-dimensional variation of the bed geometry.
Most sediment transport computer models assume that channel width is given and cannot change during the simulation process.
GSTARS models apply the theory of minimum stream power to the determination of optimum channel width and channel geometry.
The concepts of channel side stability, and active, inactive, and armoring layers are used in all GSTARS models for realistic
long-term simulation and prediction of the scour and deposition processes in rivers and reservoirs. GSTARS models have been
applied in many countries for solving a wide range of river and reservoir sedimentation problems. Case studies will be used
to illustrate the applications of GSTARS computer models.
YANG Chih Ted, Borland Professor of Water Resources and Director of Hydroscience and Training Center. 相似文献
50.
Marion Tillema Huub van den Bergh Gert Rijlaarsdam Ted Sanders 《Metacognition and Learning》2011,6(3):229-253
Current theory about writing states that the quality of (meta)cognitive processing (i.e. planning, text production, revising,
et cetera) is, at least partly, determined by the temporal distribution of (meta)cognitive activities across task execution.
Put simply, the quality of task execution is determined more by when activities are applied than by how often they are applied. Planning and revising are two extreme writing styles, in which (meta)cognitive activities are temporally differently distributed across the writing
process. Planners are writers who generate plans before text production. Revisers use text production as a means to arrive
at a content plan. The present study investigates the question whether the online (meta)cognitive processing of secondary
school students during writing tasks, as measured by think aloud techniques and keystroke logging, can be predicted by their
responses to an offline questionnaire which measures to what degree students considered themselves to be planners and revisers.
It was expected that different reported writing styles would entail different temporal distributions of six (meta)cognitive
activities: reading the assignment, planning, text production, reading own text, evaluating own text and revising. This hypothesis
was partly confirmed. The results show that the online temporal distributions of reading the assignment and planning are different
for different degrees of reported writing styles. On the basis of these results, the validity of both the questionnaire and
the concept of planner and reviser styles are discussed. 相似文献