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Although much research has been conducted on the psychometric properties of cognitive diagnostic models, they are only recently being used in operational settings to provide results to examinees and other stakeholders. Using this newer class of models in practice comes with a fresh challenge for diagnostic assessment developers: effectively reporting results and supporting end users to accurately interpret results. Achieving the goal of communicating results in a way that leads users of the assessment to make accurate interpretations requires a prerequisite step that cannot be taken for granted. The assessment developers must first accurately interpret results from a psychometric, or measurement, standpoint. Through this article, we seek to begin a discussion about reasonable interpretations of the results that classification‐based models provide about examinees. Interpretations from published research and ongoing practice show different—and sometimes conflicting—ways to interpret these results. This article seeks to formalize a comparison, critique, and discussion among the interpretations. Before beginning this discussion, we first present background on the results provided by classification‐based models regarding the examinees. We then structure our discussion around key questions an assessment development team needs to answer themselves prior to constructing reports and interpretative guides for end users of the assessment. 相似文献
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Lindsey M. O'Brennan Catherine P. Bradshaw Anne L. Sawyer 《Psychology in the schools》2009,46(2):100-115
Bullying poses a threat to children's social‐emotional functioning and their perceptions of school climate, yet few studies have examined different types of social‐emotional and behavior problems presented by children involved in bullying, as a bully, victim, or bully/victim across multiple school levels. The current study used data from 24,345 elementary‐, middle‐, and high‐school students to examine the association between frequent involvement in bullying and aggressive impulsivity, attitudes toward aggressive retaliation, internalizing symptoms, peer relations, and perceptions of school climate. Logistic regression analyses indicated that bully/victims were most likely to display internalizing symptoms, problems in peer relationships, and have poorer perceptions of the school environment. Both frequent bullies and bully/victims displayed aggressive‐impulsive behavior and endorsed retaliatory attitudes. High‐school students frequently involved in bullying tended to display the greatest risk for internalizing problems, but less risk for aggressive impulsivity. Developmental trends and implications for prevention and early intervention are discussed. © 2008 Wiley Periodicals, Inc. 相似文献
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R. Darden Bradshaw 《Clearing house (Menasha, Wis.)》2016,89(4-5):109-117
ABSTRACTIn this article, I highlight findings from a nine-day unit embedded within a larger, four-month long qualitative action research study set in a public middle school. My goal in conducting this research was examination of relationships between visual culture and art integration as a method of fostering students to find voice while taking risks. A collaborative process was central to the unit in which the non-art educator and I developed and taught persuasion using art and art history. Students engaged in creating collaborative ecological installations, the integration of visual culture bridged art and other curricular areas while creating spaces for authentic learning. Through making art, students built shared knowledge, engaged in safe discourse, and expressed empathy. 相似文献
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David Bradshaw 《牛津教育评论》2013,39(2):201-216
Although many employers recruit graduates, often on an any discipline basis, there is an apparent mismatch between employer needs and educational response. Possession of a degree indicates ability to think at a certain level, but is insufficient. Selection criteria, advertisements and training courses run to make graduates fully effective show that employers need skills in communication, co‐operation and teamwork, and positive personal qualities such as the will to set and meet objectives and to be innovative also. American experience indicates that although there is no complete and generally accepted classification of generic intellectual and personal skills, at least some are identifiable and are developed in the process of higher education. The College Outcomes Measures Project identified three ‘process areas’ (communicating, solving problems and clarifying values). The American Programme Evaluation Project identified communication, quantification, analytic and synthesising skills and values clarification. Some individual institutions have developed their own, useful, classifications and curricula which develop them. Efforts to improve these skills enhance both the academic work of the students and their employabil‐ity. Interest in these areas in the UK is less advanced than in the United States and is piecemeal, but the UGC and NAB regard them as important. 相似文献
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