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71.
72.
Danielle Rhodes Quentin A. Fogg Michelle D. Lazarus 《Anatomical sciences education》2018,11(4):410-426
Worldwide there is a growing reliance on sessional teachers in universities. This has impacted all disciplines in higher education including medical anatomy programs. The objective of this review was to define the role and support needs of sessional anatomy teachers by reporting on the (1) qualifications, (2) teaching role, (3) training, and (4) performance management of this group of educators. A systematic literature search was conducted on the 27 July 2017 in Scopus, Web of Science, and several databases on the Ovid, ProQuest and EBSCOhost platforms. The search retrieved 5,658 articles, with 39 deemed eligible for inclusion. The qualifications and educational distance between sessional anatomy teachers and their students varied widely. Reports of cross‐level, near‐peer and reciprocal‐peer teaching were identified, with most institutes utilizing recent medical graduates or medical students as sessional teachers. Sessional anatomy teachers were engaged in the full spectrum of teaching‐related duties from assisting students with cadaveric dissection, to marking student assessments and developing course materials. Fourteen institutes reported that training was provided to sessional anatomy teachers, but the specific content, objectives, methods and effectiveness of the training programs were rarely defined. Evaluations of sessional anatomy teacher performance primarily relied on subjective feedback measures such as student surveys (n = 18) or teacher self‐assessment (n = 3). The results of this systematic review highlight the need for rigorous explorations of the use of sessional anatomy teachers in medical education, and the development of evidence‐based policies and training programs that regulate and support the use of sessional teachers in higher education. Anat Sci Educ 11: 410–426. © 2017 American Association of Anatomists. 相似文献
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The Nonverbal Literacy Assessment (NVLA) is a literacy assessment designed for students with significant intellectual disabilities. The 218‐item test was initially examined using confirmatory factor analysis. This method showed that the test worked as expected, but the items loaded onto a single factor. This article uses item response theory to investigate the NVLA using Rasch models. First, we reduced the number of items using a unidimensional model, which resulted in high levels of test reliability despite decreasing the number of questions, providing the same information about student abilities in less time. Second, the multidimensional analysis indicated that it is possible to view the NVLA as a test with four dimensions, resulting in more detailed information about student abilities. Finally, we combined these approaches to obtain both specificity and brevity, with a four‐dimensional model using 133 items from the original NVLA. 相似文献
75.
Danielle Colardyn Gerard Malglaive 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(4):459-477
In 1982, the French Government instituted a new National Vocational Education Plan (NVEP) to combat the nationwide problem of students leaving the school system prior to receiving adequate vocational preparation. This plan affects 100,000 young people between the ages of 16 and 18 years. The NVEP gave to each Regional Government the opportunity to create its own programmes and curricula; it renewed counselling and individual assessment facilities; it established new tracks within the education system; it also established co-operative education (linking education to the world of work). Concurrently, an Assessment and Observation System was created.During the first assessment year (1982–1983), information was gathered about existing local educational resources, counselling facilities, characteristics of the 16 to 18 year-old population, functioning of the educational tracks and co-operative education system. During the second year (1983–1984), the assessment provided quantitative statistical results. The most striking result concerns the configurations of educational and employment experiences which seemed to determine the ability of students to find employment. Students with a background of job intensive experiences were more successful in finding subsequent employment than those without. Students with education intensive experiences entered an educational programme because they were unable to find a first job.While the benefits of the NVEP were not immediately apparent, it nevertheless became evident that at this level of training, education was not necessarily the royal road to employment. However, employment criteria cannot be the only way to assess a vocational education system.
The Assessment and Observation System was supported by the French Ministry of Vocational Education and directed by Dr. G. Malglaive. The assessment of the National Vocational Education Plan was conducted by the National Assessment Team (S. Aubrun, E. Beauvallet, P. Chevalier, D. Colardyn, A.-M. Lucas, J.-G. Meilhac) with the effective contribution of 15 regional teams.
We are specially grateful to Jessie Miller, graduate student in Psychology, Boston University, whose co-operation and helpful comments on a previous draft made this paper possible. 相似文献
Zusammenfassung 1982 setzte die französische Regierung einen neuen Nationalen Berufsausbildungsplan (NVEP) inkraft zur Bekämpfung des landesweiten Problems des Abgehens der Schüler von den Schulen, bevor sie durch eine entsprechende Berufsausbildung vorbereitet sind. Dieser Plan betrifft 100.000 junge Leute im Alter von 16 bis 18 Jahren. Der NVEP gab jeder Region die Möglichkeit, ihre eigenen Programme und Curricula zu entwickeln; er erneuerte die Möglichkeiten zur Beratung und individuellen Bewertung; er bahnte neue Wege innerhalb des Erziehungswesens und führte die kooperative Erziehung (Verbindung von Schulbildung und Arbeitswelt) ein. Gleichzeitig wurde ein Bewertungs- und Beobachtungssystem geschaffen.Während des ersten Jahres der Bewertung (1982–1983) wurden Informationen zusammengetragen über bestehende lokale Bildungsressourcen, Beratungsmöglichkeiten, typische Merkmale der Bevölkerungsgruppe der 16 bis 18jährigen, über die Auswirkung der neuen Wege im Erziehungswesen und über das kooperative Erziehungs-system. Während des zweiten Jahres (1983–1984) wurden durch das Bewertungs-system statistische Ergebnisse quantitativer Art bereitgestellt. Das beeindruckendste Resultat betrifft die Konfigurationen von Schul- und Berufserfahrungen, die anscheinend die Fähigkeit der Schüler, eine Anstellung zu finden, bestimmen. Schüler mit einem Hintergrund intensiv berufsbezogener Erfahrungen waren erfolgreicher später eine Anstellung zu finden, als Schüler ohne solche Erfahrungen. Schüler mit intensiv schulbezogene Erfahrungen meldeten sich zu einem Weiterbildungsprogramm an, da sie nicht in der Lage waren, eine erste Anstellung zu finden.Während die Vorteile des NVEP nicht sofort offenkundig waren, wurde dennoch ersichtlich, daß auf dieser Ausbildungsebene Schulerziehung nicht notwendigerweise ein Tor zur Anstellung öffnet. Gleichwohl können berufliche Einstellungskriterien nicht der einzige Weg zur Bewertung eines Berufsausbildungssystems sein.
Résumé En 1982, le gouvernement français a inauguré un nouveau Plan National d'Enseignement Professionnel (PNEP) afin de combattre à l'échelle nationale le problème des élèves qui quittent le système scolaire avant d'avoir acquis un niveau adéquat de formation professionnelle. Ce plan concerne 100.000 jeunes gens âgés de 16 à 18 ans. Le PNEP donnait la possibilité à chaque Région de créer ses propres programmes et curricula; il renouvelait les possibilités de consultation et d'évaluation individuelle; il ouvrait de nouvelles voies au sein du système d'éducation; il jetait également les bases d'une éducation coopérative (entendue dans le sens d'une liaison éducation—travail).Au cours de la première année d'évaluation (1982–1983), des informations furent compilées sur les ressources éducatives locales disponibles, les possibilités de consultation, les caractéristiques de la tranche d'âge des 16 à 18 ans, le fonctionnement des voies éducatives et du système d'éducation coopérative. Lors de la seconde année (1983–1984), l'évaluation fournit des résultats statistiques quantitatifs. Les résultats les plus significatifs concernent les configurations des expériences éducatives et relatives au travail qui déterminaient apparemment la capacité des étudiants de trouver un emploi. Les apprenants aux expériences intensives de travail avaient plus de facilité à trouver un emploi par la suite que ceux qui n'en avaient pas. Les étudiants aux expériences intensives d'apprentissage commençaient un nouveau programme d'étude parce qu'ils n'arrivaient pas à trouver un premier emploi.Si les résultats positifs du PNEP n'ont pas été immédiatement apparents, il est cependant apparu évident qu'à ce niveau de formation, l'éducation ne représentait pas la voie royale conduisant à un emploi. Toutefois, les critères relatifs à l'emploi ne peuvent constituer le seul moyen d'évaluation d'un système d'enseignement professionnel.
The Assessment and Observation System was supported by the French Ministry of Vocational Education and directed by Dr. G. Malglaive. The assessment of the National Vocational Education Plan was conducted by the National Assessment Team (S. Aubrun, E. Beauvallet, P. Chevalier, D. Colardyn, A.-M. Lucas, J.-G. Meilhac) with the effective contribution of 15 regional teams.
We are specially grateful to Jessie Miller, graduate student in Psychology, Boston University, whose co-operation and helpful comments on a previous draft made this paper possible. 相似文献
76.
Mei Tang Kathleen D. Addison Danielle LaSure‐Bryant Rhonda Norman William O'Connell Joseph A. Stewart‐Sicking 《Counselor Education & Supervision》2004,44(1):70-80
The study examined whether age, prior work experience, number of courses taken, and number of internship hours have a positive relationship with counseling self‐efficacy. Participants were 116 counselor education students. The results from correlation and multivariate analyses of covariance revealed that the length of internship hours and prior related work experience were positively correlated with counseling self‐efficacy. The differences in counseling anxiety, affection adjustment, and assessment found between the students in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and those in non‐CACREP‐accredited programs disappeared when the background variables were controlled as covariates. 相似文献
77.
Danielle Geerling Jonathan Butner Tamra Fraughton Sungchoon Sinclair Joseph Zachary Carol Sansone 《Journal of Experimental Education》2020,88(3):407-430
AbstractTo better understand students’ experiences while learning in an online computer-science course, we adopted a dynamical systems analytic framework in which we tested linked patterns of confusion and interest over time and investigated whether and how those patterns might change as a function of students’ exposure to a utility value (UV) intervention and gender. We assessed interest and confusion via event contingent experience-sampled questionnaires that displayed immediately after students had engaged with key examples or exercises. Results indicated that students’ exposure to a UV intervention and gender affected the levels of confusion that students reported and the associations between interest and confusion levels over time. Implications for educators and researchers are discussed. 相似文献
78.
Treacy DJ Sankaran SM Gordon-Messer S Saly D Miller R Isaac SR Kosinski-Collins MS 《CBE life sciences education》2011,10(1):18-24
In introductory laboratory courses, many universities are turning from traditional laboratories with predictable outcomes to inquiry-inspired, project-based laboratory curricula. In these labs, students are allowed to design at least some portion of their own experiment and interpret new, undiscovered data. We have redesigned the introductory biology laboratory course at Brandeis University into a semester-long project-based laboratory that emphasizes concepts and contains an element of scientific inquiry. In this laboratory, students perform a site-directed mutagenesis experiment on the gene encoding human γD crystallin, a human eye lens protein implicated in cataracts, and assess the stability of their newly created protein with respect to wild-type crystallin. This laboratory utilizes basic techniques in molecular biology to emphasize the importance of connections between DNA and protein. This project lab has helped engage students in their own learning, has improved students' skills in critical thinking and analysis, and has promoted interest in basic research in biology. 相似文献
79.
Measuring deep, reflective comprehension and learning strategies: challenges and successes 总被引:1,自引:0,他引:1
Danielle S. McNamara 《Metacognition and Learning》2011,6(2):195-203
There is a heightened understanding that metacognition and strategy use are crucial to deep, long-lasting comprehension and
learning, but their assessment is challenging. First, students’ judgments of what their abilities and habits and measurements
of their performance often do not match. Second, students tend to learn and comprehend differently depending on the subject
matter, contexts, goals, and tasks. As a consequence, a student may appear to use deep, reflective strategies in one situation,
and fail to do so in other circumstances. Third, it is generally assumed that strategy use (metacognition, metacomprehension)
are separable constructs from the underlying skills germane to the target task. The studies described in this issue draw attention
to the potential challenges to developing a pure (separable) measure of strategy use that is also reliable, valid, and contextualized. 相似文献
80.
James D. George Danielle I. Bradshaw Annette Hyde Pat R. Vehrs Ronald L. Hager Frank G. Yanowitz 《Measurement in physical education and exercise science》2013,17(3):149-160
The purpose of this study was to develop an age-generalized regression model to predict maximal oxygen uptake (VO2max) based on a maximal treadmill graded exercise test (GXT; George, 1996). Participants (N?=?100), ages 18–65 years, reached a maximal level of exertion (mean?±?standard deviation [SD]; maximal heart rate [HRmax]?=?185.2?±?12.4 beats per minute (bpm); maximal respiratory exchange ratio [RERmax]?=?1.18?±?0.05; maximal rating of perceived exertion (RPEmax)?=?19.1?±?0.7) during the GXT to assess VO2max (mean?±?SD; 40.24?±?9.11 mL·kg?1·min?1). Multiple linear regression generated the following prediction equation (R?=?.94, standard error of estimate [SEE]?=?3.18 mL·kg?1·min?1, %SEE?=?7.9): VO2max (mL·kg?1·min?1)?=?13.160?+?(3.314 × gender; females?=?0, males?=?1) ? (.131 × age) ? (.334 × body mass index (BMI))?+?(5.177 × treadmill speed; mph)?+?(1.315 × treadmill grade; %). Cross validation using predicted residual sum of squares (PRESS) statistics revealed minimal shrinkage (Rp ?=?.93 and SEE p ?=?3.40 mL·kg?1·min?1); consequently, this model should provide acceptable accuracy when it is applied to independent samples of comparable adults. Standardized β-weights indicate that treadmill speed (.583) was the most effective at predicting VO2max followed by treadmill grade (.356), age (?.197), gender (.183), and BMI (?.148). This study provides a relatively accurate regression model to predict VO2max in relatively fit men and women, ages 18–65 years, based on maximal exercise (treadmill speed and grade), biometric (BMI), and demographic (age and gender) data. 相似文献