全文获取类型
收费全文 | 879篇 |
免费 | 27篇 |
专业分类
教育 | 675篇 |
科学研究 | 27篇 |
各国文化 | 14篇 |
体育 | 76篇 |
综合类 | 1篇 |
文化理论 | 7篇 |
信息传播 | 106篇 |
出版年
2023年 | 8篇 |
2022年 | 14篇 |
2021年 | 17篇 |
2020年 | 39篇 |
2019年 | 44篇 |
2018年 | 61篇 |
2017年 | 61篇 |
2016年 | 56篇 |
2015年 | 37篇 |
2014年 | 39篇 |
2013年 | 206篇 |
2012年 | 25篇 |
2011年 | 28篇 |
2010年 | 19篇 |
2009年 | 21篇 |
2008年 | 23篇 |
2007年 | 22篇 |
2006年 | 13篇 |
2005年 | 8篇 |
2004年 | 7篇 |
2003年 | 9篇 |
2002年 | 12篇 |
2001年 | 15篇 |
2000年 | 11篇 |
1999年 | 7篇 |
1998年 | 11篇 |
1997年 | 7篇 |
1996年 | 8篇 |
1995年 | 7篇 |
1994年 | 8篇 |
1993年 | 3篇 |
1992年 | 3篇 |
1991年 | 2篇 |
1989年 | 8篇 |
1988年 | 3篇 |
1987年 | 2篇 |
1986年 | 5篇 |
1985年 | 4篇 |
1983年 | 3篇 |
1982年 | 2篇 |
1980年 | 3篇 |
1978年 | 2篇 |
1976年 | 3篇 |
1974年 | 3篇 |
1971年 | 2篇 |
1970年 | 2篇 |
1968年 | 2篇 |
1966年 | 2篇 |
1938年 | 1篇 |
1937年 | 1篇 |
排序方式: 共有906条查询结果,搜索用时 78 毫秒
81.
82.
Phillip Dawson Michael Henderson Paige Mahoney Michael Phillips Tracii Ryan David Boud 《Assessment & Evaluation in Higher Education》2019,44(1):25-36
Since the early 2010s the literature has shifted to view feedback as a process that students do where they make sense of information about work they have done, and use it to improve the quality of their subsequent work. In this view, effective feedback needs to demonstrate effects. However, it is unclear if educators and students share this understanding of feedback. This paper reports a qualitative investigation of what educators and students think the purpose of feedback is, and what they think makes feedback effective. We administered a survey on feedback that was completed by 406 staff and 4514 students from two Australian universities. Inductive thematic analysis was conducted on data from a sample of 323 staff with assessment responsibilities and 400 students. Staff and students largely thought the purpose of feedback was improvement. With respect to what makes feedback effective, staff mostly discussed feedback design matters like timing, modalities and connected tasks. In contrast, students mostly wrote that high-quality feedback comments make feedback effective – especially comments that are usable, detailed, considerate of affect and personalised to the student’s own work. This study may assist researchers, educators and academic developers in refocusing their efforts in improving feedback. 相似文献
83.
Michael Henderson Michael Phillips Tracii Ryan David Boud Phillip Dawson Elizabeth Molloy 《高等教育研究与发展》2019,38(7):1401-1416
ABSTRACTDespite an increasing focus on assessment feedback, educators continue to find that simply replicating an effective feedback practice from one context does not guarantee success in the next. There is a growing recognition that the contextual factors surrounding successful practices need to be considered. This article reports on a large-scale mixed methods project and proposes 12 conditions that enable successful feedback in higher education. The conditions were distilled from seven rich case studies through multiple stages of thematic analysis, case comparison and reliability checking. The conditions were also evaluated by surveying senior leaders of Australian universities. These conditions highlight the importance of carefully designing feedback processes, along with the need for addressing capacity and culture for feedback. This helps to explain why there are such variances in effective feedback across contexts, and offers insight into how it may be achieved. 相似文献
84.
Leticia Canales Rodriguez Ricardo Blanco-Beledo 《International journal for the advancement of counseling》1993,16(3):205-212
Conclusion It is necessary to realize the limitations of counselling services in Mexico. In spite of all the efforts taken, the academic preparation of counsellors is not strong enough. As has been mentioned, 50% are psychologists or pedagogues, at best, and the rest, who are not specifically prepared for counselling, are constantly moving away from the helping services. There seems to be little progress. On the other hand, we hope that counselling and the counsellors, once services have been established, might some day be able to resolve those complex problems which the educational system has not been able to resolve or diminish with its own traditional resources, especially problems like school dropout, the correct choice of vocational and academic studies, the distribution of students to the various branches and levels of the educational system in accordance with the actual needs of the country, and a whole series of other tasks, which may fail in an area of myth or may really be related to the possibilities of the discipline. Therefore, it is necessary to set the limits of counsellors' tasks and to define the counsellor's role more clearly in the near future, in order to strengthen the discipline on behalf of our future students.Knowing, understanding and evaluating the relationship that now exists between the counselling tasks of counsellors, the educational Practice and the national and international policy, shall facilitate the future implementation of more solid and feasible programmes. For the time being, having a clear view of what we can do (and not only justifying things we cannot accomplish) should help our students to use our counselling services with higher benefits. 相似文献
85.
This paper addresses the developmental nature of sexually abusive behaviors as they apply to juvenile male sexual offenders. Socialization and sexual victimization are discussed. Three case histories elucidate and support the discussion of the development of victim offending. Significant treatment issues of juvenile male sexual offenders center around the sexual assault cycle which provides a framework for sexual offenders to conceptualize and understand the cognitive, behavioral, psychological, and situational factors which have resulted in their offense(s). Although sexual offenders and sexual offenses are each unique, the sexual assault cycle offers a means of addressing essential commonalities in the treatment of juvenile sexual offenders. Sexual offender specific treatment is viewed as essential for decreasing the risk of further sexual offenses, and thus decreasing the incidence of sexual victimization. 相似文献
86.
AbstractThis study investigates how a network of New York City public schools use texting to increase enrollment and persistence in college. Text messages include tips and reminders to fill out the Free Application for Federal Student Aid as well as college tips. Our multiple regression results suggest that although when the texting began did not appear to matter, the texting program increased enrollment and persistence in college. In addition, response rates were positively associated with enrollment and persistence. Finally, we find that the content of the messages themselves as well as individual characteristics affected response rates. 相似文献
87.
Mary Ryan Karleen Gwinner Kerry Mallan Cheryl Livock 《Studies in Continuing Education》2017,39(3):268-285
This paper highlights a disjuncture between training frameworks designed to meet work-based competencies, and educational flexibility desirable to prepare diverse learners for fluid workplaces and roles. We describe a pilot study that explored teaching and learning practices in a vocational education and training Diploma of Nursing program. The study used qualitative approaches framed by a social view of learning as a reflexive process. Frictions emerged in how teaching and learning was fostered and how knowledge and skills were contextualised through nursing-accredited training packages. A case is made to enhance critical thinking and reflexive approaches to prepare work-ready nurse graduates. 相似文献
88.
89.
90.
The peer group as a context for the development of young adolescent motivation and achievement 总被引:14,自引:0,他引:14
Ryan AM 《Child development》2001,72(4):1135-1150
This study investigated the peer group as a context for the socialization of young adolescents' motivation and achievement in school. Social network analysis was used to identify peer groups of adolescents in middle school whose members regularly interacted with each other (N = 331). Actual reports from these peer group members were used to assess peer group characteristics. Multilevel analyses indicated that peer groups did socialize some academic characteristics, controlling for selection factors. Students' peer group context in the fall predicted changes in their liking and enjoyment of school (intrinsic value) and their achievement over the school year. Students' peer group context was unrelated to changes in their beliefs about the importance of school (utility value) or expectancies for success over the school year. 相似文献