全文获取类型
| 收费全文 | 80篇 |
| 免费 | 0篇 |
专业分类
| 教育 | 72篇 |
| 体育 | 3篇 |
| 信息传播 | 5篇 |
出版年
| 2023年 | 2篇 |
| 2019年 | 2篇 |
| 2018年 | 1篇 |
| 2017年 | 3篇 |
| 2016年 | 1篇 |
| 2015年 | 1篇 |
| 2014年 | 3篇 |
| 2013年 | 9篇 |
| 2012年 | 2篇 |
| 2011年 | 3篇 |
| 2010年 | 3篇 |
| 2009年 | 1篇 |
| 2008年 | 7篇 |
| 2007年 | 9篇 |
| 2006年 | 7篇 |
| 2004年 | 1篇 |
| 2002年 | 5篇 |
| 2001年 | 1篇 |
| 2000年 | 1篇 |
| 1999年 | 2篇 |
| 1998年 | 1篇 |
| 1995年 | 2篇 |
| 1993年 | 1篇 |
| 1992年 | 1篇 |
| 1991年 | 1篇 |
| 1988年 | 1篇 |
| 1986年 | 1篇 |
| 1984年 | 1篇 |
| 1980年 | 1篇 |
| 1975年 | 1篇 |
| 1974年 | 1篇 |
| 1973年 | 1篇 |
| 1970年 | 1篇 |
| 1967年 | 1篇 |
| 1960年 | 1篇 |
排序方式： 共有80条查询结果，搜索用时 78 毫秒
71.
Diana B. Sesate Jeffrey F. Milem Kadian L. McIntosh W. Patrick Bryan 《Research in higher education》2017,58(3):295-312
The relative impact of admissions factors and curricular measures on the first medical licensing exam (United States Medical Licensing Exam [USMLE] Step 1) scores is examined. The inclusion of first-year and second-year curricular measures nearly doubled the variance explained in Step 1 scores from the amount explained by the combination of preadmission demographic characteristics and admissions factors. In addition, the relationship between the Medical College Admissions Test (MCAT) and Step 1 scores becomes counterintuitive in models that include curricular measures, where students with the lowest combined admissions metrics (MCAT, grade-point average) score higher, on average, than those with some of the highest admissions metrics. Overreliance on traditional metrics in admissions decisions can exclude students from medical school who have the ability to succeed. 相似文献
72.
Kimberly E. Ward Barbara A. Rothlisberg David E. McIntosh Madeline H. Bradley 《Psychology in the schools》2011,48(5):454-463
The purpose of this study was to examine the factor structure of the Stanford‐Binet Intelligence Scales, Fifth Edition (SB‐V), based on the Cattell‐Horn‐Carroll (CHC) theory of intelligence using a sample of 200 preschool children. The CHC framework uses three different models: one similar to Spearman's g, one similar to the Gf‐Gc model, and one representing the hierarchical three‐stratum CHC model. A confirmatory factor analysis (CFA), utilizing these three models, was conducted to determine which theoretical model best described the ability structure measured by the SB‐V. Results of the CFA revealed that, although the two‐stratum model provided the best fit statistics, a large amount of overlap existed among the broad CHC factors in this model. Therefore, these results suggested that a simple, overall ability model may be the best representation of ability for preschool children when using the SB‐V because the factors appeared to be indistinct with this age group. © 2011 Wiley Periodicals, Inc. 相似文献
73.
McIntosh Christopher 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,54(2):265-285
International Review of Education - 相似文献
74.
75.
76.
77.
78.
79.
80.
This study examined the relationships between implementation of a school‐wide approach to behavior, School‐wide Positive Behavior Support (SWPBS), and teacher self‐efficacy. Twenty‐two teachers from schools implementing SWPBS and 40 teachers from schools not implementing SWPBS completed a questionnaire measuring aspects of self‐efficacy. Differences in ratings of self‐efficacy were examined using multilevel modeling. Results showed that teachers at SWPBS schools reported significantly higher perceptions of teacher self‐efficacy when controlling for school‐level effects. Results are discussed in terms of implications for future research and practice. © 2011 Wiley Periodicals, Inc. 相似文献