全文获取类型
收费全文 | 249篇 |
免费 | 5篇 |
专业分类
教育 | 201篇 |
科学研究 | 12篇 |
各国文化 | 4篇 |
体育 | 18篇 |
综合类 | 1篇 |
信息传播 | 18篇 |
出版年
2022年 | 2篇 |
2020年 | 2篇 |
2019年 | 6篇 |
2018年 | 6篇 |
2017年 | 17篇 |
2016年 | 5篇 |
2015年 | 9篇 |
2014年 | 10篇 |
2013年 | 51篇 |
2012年 | 9篇 |
2011年 | 4篇 |
2010年 | 12篇 |
2009年 | 5篇 |
2008年 | 7篇 |
2007年 | 4篇 |
2006年 | 5篇 |
2005年 | 3篇 |
2004年 | 3篇 |
2003年 | 1篇 |
2002年 | 6篇 |
2001年 | 5篇 |
2000年 | 4篇 |
1999年 | 4篇 |
1998年 | 2篇 |
1997年 | 3篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1992年 | 3篇 |
1991年 | 3篇 |
1990年 | 1篇 |
1989年 | 4篇 |
1988年 | 4篇 |
1987年 | 1篇 |
1986年 | 4篇 |
1985年 | 5篇 |
1984年 | 4篇 |
1983年 | 9篇 |
1982年 | 2篇 |
1981年 | 5篇 |
1980年 | 1篇 |
1979年 | 7篇 |
1978年 | 2篇 |
1977年 | 2篇 |
1973年 | 1篇 |
1954年 | 2篇 |
1941年 | 1篇 |
1940年 | 1篇 |
1930年 | 1篇 |
1850年 | 1篇 |
排序方式: 共有254条查询结果,搜索用时 15 毫秒
251.
Olive Chapman 《Journal of Mathematics Teacher Education》1999,2(2):121-142
A humanistic perspective provided the basis for a problem-solving oriented teacher inservice program. The program was designed
to provide opportunities that allowed elementary teachers to focus on personal experience as a way of achieving self-understanding
and a way of reconstructing their personal meanings about problem solving and problem-solving instruction. Impact of the program
was studied through interviews with the six participants and observations of their teaching. The results indicated that the
program had a positive effect on the participants' beliefs about and teaching of problem solving.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
252.
Kate Talsma Andrew Chapman Allison Matthews 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1917-1938
Predictors of academic success at university are of great interest to educators, researchers and policymakers. With more students studying online, it is important to understand whether traditional predictors of academic outcomes in face-to-face settings are relevant to online learning. This study modelled self-regulatory and demographic predictors of subject grades in 84 online and 80 face-to-face undergraduate students. Predictors were effort regulation, grade goal, academic self-efficacy, performance self-efficacy, age, sex, socio-economic status (SES) and first-in-family status. A multi-group path analysis indicated that the models were significantly different across learning modalities. For face-to-face students, none of the model variables significantly predicted grades. For online students, only performance self-efficacy significantly predicted grades (small effect). Findings suggest that learner characteristics may not function in the same way across learning modes. Further factor analytic and hierarchical research is needed to determine whether self-regulatory predictors of academic success continue to be relevant to modern student cohorts.
Practitioner Notes
What is already known about this topic- Self-regulatory and demographic variables are important predictors of university outcomes like grades.
- It is unclear whether the relationships between predictor variables and outcomes are the same across learning modalities, as research findings are mixed.
- Models predicting university students' grades by demographic and self-regulatory predictors differed significantly between face-to-face and online learning modalities.
- Performance self-efficacy significantly predicted grades for online students.
- No self-regulatory variables significantly predicted grades for face-to-face students, and no demographic variables significantly predicted grades in either cohort.
- Overall, traditional predictors of grades showed no/small unique effects in both cohorts.
- The learner characteristics that predict success may not be the same across learning modalities.
- Approaches to enhancing success in face-to-face settings are not automatically applicable to online settings.
- Self-regulatory variables may not predict university outcomes as strongly as previously believed, and more research is needed.
253.
254.