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11.
Eul‐Kyoo Bae 《Performance Improvement Quarterly》2002,15(2):47-60
Despite the existence of many comprehensive and user‐friendly guides to evaluate training programs, most practitioners have had difficulty assessing training effects on corporate outcomes. Research revealed that trainees, organizational, and training‐related factors might influence the effectiveness of training in terms of organizational performance. The current study examines the effects of trainee characteristics among those factors, specifically what kind of trainee characteristics could affect training effectiveness in terms of job performance in a company. In addition, telephone surveys were conducted to aid in understanding of the reasons for leaving and high turnover of company personnel. The current and terminated employees who went through training programs in the company differed when considering previous sales experience in years and type of sales experience as trainee characteristics factors, with those still employed having a statistically higher average number of years and a higher rated type of sales experience. The current employees demonstrated higher job performance. The implications of these results on the attainment of training effectiveness as well as the selection decisions in the organization are discussed. 相似文献
12.
Sanghoon Bae Hunseok Oh Hyunchul Kim Cheolwon Lee Beomho Oh 《Asia Pacific Education Review》2010,11(3):349-361
The purpose of this study was to examine how the implementation of after-school programs in Korea’s public schools is related
to educational equality and private tutoring expenses. The analyzed data was from the Survey on the Status of Private Tutoring
and the Study of the Policy Measures to Reduce Private Tutoring Expenses conducted by KEDI (Korea Education Development Institute)
in (International conference for exploring the ways to activate the after-school program, KEDI, Seoul, 2007). The Chi-square test was employed to investigate (a) the relationship between after-school participation and family income
and residential location of students (b) the association between after-school engagement and the reduction in private tutoring
expenses. The study found that: (a) in general, low-income and rural students participated more than higher income and urban
peers in after-school programs and (b) after-school participation was generally negatively associated with private tutoring
engagement and the impact of after-school participation on the reduction in private tutoring expenses was stronger for low-income
students in elementary and high schools and rural students in high schools. The overall findings provide further research
issue regarding whether after-school programs can help foster educational equality by offering more opportunities for learning
and achievement improvement for disadvantaged students. The results also imply the potential of after-school programs in reducing
private tutoring expenses, particularly for low-income families. 相似文献
13.
14.
Structural Uniformity and Functional Diversification: Swedish Higher Education Ten Years after the Higher Education Reform 总被引:1,自引:0,他引:1
Berit Askling 《Higher Education Quarterly》1989,43(4):289-305
The Swedish higher education reform in 1977 was designed to create an integrated and unified system, by including all post-secondary education in a new structure. The governance and organizational pattern were designed to support flexibility, creativity and capacity for innovation. The inner life of higher education today reflects these intentions of the reform but is also characterized by market-orientation and market-dependency. These new and strange issues in the higher education context are influencing the everyday life of an educational system, in which notions of centralism, uniformity and state legitimation are still taken for granted. 相似文献
15.
This exploratory study examines the learning beliefs of high and low achieving, low-income Mexican-American students. Semi-structured
interviews were conducted with 11 ninth grade students. The qualitative analysis shows that students’ perceptions of their
teachers’ expectations of a “good” student or a “not so good” student did not differ along achievement lines. However, the
students’ perceptions about what it means to be a good student differentiated the low-achievers from the high-achievers. This
study’s findings may be used to inform educators about Mexican-American students’ orientation towards school and learning,
in hopes for creating more equitable educational settings where all students achieve to their fullest potential.
相似文献
Soung BaeEmail: |
16.
Halszka Jarodzka Thomas Balslev Kenneth Holmqvist Marcus Nystr?m Katharina Scheiter Peter Gerjets Berit Eika 《Instructional Science》2012,40(5):813-827
Complex perceptual tasks, like clinical reasoning based on visual observations of patients, require not only conceptual knowledge about diagnostic classes but also the skills to visually search for symptoms and interpret these observations. However, medical education so far has focused very little on how visual observation skills can be efficiently conveyed to novices. The current study applied a novel instructional method to teach these skills by showing the learners how an expert model visually searches and interprets symptoms (i.e., eye-movement modelling examples; EMMEs). Case videos of patients were verbally explained by a model (control condition) and presented to students. In the experimental conditions, the participants received a recording of the model’s eye movements superimposed on the case videos. The eye movements were displayed by either highlighting the features the model focused on with a circle (the circle condition) or by blurring the features the model did not focus on (the spotlight condition). Compared to the other two conditions, results show that a spotlight on the case videos better guides the students’ attention towards the relevant features. Moreover, when testing the students’ clinical reasoning skills with videos of new patient cases without any guidance, participants studying EMMEs with a spotlight showed improved their visual search and enhanced interpretation performance of the symptoms in contrast to participants in either the circle or the control condition. These findings show that a spotlight EMME can successfully convey clinical reasoning based on visual observations. 相似文献
17.
Marianne Ødegaard Berit Haug Sonja M. Mork Gard Ove Sørvik 《International Journal of Science Education》2013,35(18):2997-3020
In the Budding Science and Literacy project, we explored how working with an integrated inquiry-based science and literacy approach may challenge and support the teaching and learning of science at the classroom level. By studying the inter-relationship between multiple learning modalities and phases of inquiry, we wished to illuminate possible dynamics between science inquiry and literacy in an integrated science approach. Six teachers and their students were recruited from a professional development course for the current classroom study. The teachers were to try out the Budding Science teaching model. This paper presents an overall video analysis of our material demonstrating variations and patterns of inquiry-based science and literacy activities. Our analysis revealed that multiple learning modalities (read it, write it, do it, and talk it) are used in the integrated approach; oral activities dominate. The inquiry phases shifted throughout the students' investigations, but the consolidating phases of discussion and communication were given less space. The data phase of inquiry seems essential as a driving force for engaging in science learning in consolidating situations. The multiple learning modalities were integrated in all inquiry phases, but to a greater extent in preparation and data. Our results indicate that literacy activities embedded in science inquiry provide support for teaching and learning science; however, the greatest challenge for teachers is to find the time and courage to exploit the discussion and communication phases to consolidate the students' conceptual learning. 相似文献
18.
19.
Simon Goodchild Anne Berit Fuglestad Barbara Jaworski 《Educational Studies in Mathematics》2013,84(3):393-412
This paper reports a case study from a mathematics teaching developmental research project. The theoretical foundation for the research comprises communities of inquiry and critical alignment, with which the developmental methodology has a particular synergy. This synergy is the main focus of the paper. The paper elaborates theoretical and methodological antecedents of the project and traces these through a case study of developments in the practices of one upper secondary school team and a group of university didacticians (mathematics teacher educators and researchers) during the first year of the project. The case study reveals that critical alignment and inquiry (necessarily) bring uncertainty and risk, and foster tensions within the teachers’ practice and between the practices of teachers and didacticians. In exposing these uncertainties, risks and tensions, the paper points to their value for the learning and knowledge gained by participants. 相似文献
20.
This paper provides insight into the reasons underlying medical students' interest in geriatrics. Semi-structured interviews, informed by attitude theory, were conducted with first-year medical students who indicated that they were not interested in geriatric medicine (n = 10) and those who indicated that they were moderately to very interested in geriatrics (n = 10). The interviews were analyzed qualitatively. While most students in both groups did not plan on pursuing geriatric medicine, differences were found between the two groups. Students who expressed an interest in geriatrics had more positive and negative experiences with older adults, were more comfortable with palliative care, did not view their patients as responsible for their illnesses, and held more fears about aging and death than did those students who were not interested in geriatrics. The discussion of the results focuses on the role of experience in students' interest in geriatrics, and their beliefs about personal gain and loss and the field of medicine in general. Implications for educators, including the need to increase exposure to older patients and geriatric medicine for all students, are discussed. 相似文献