全文获取类型
收费全文 | 70篇 |
免费 | 1篇 |
国内免费 | 1篇 |
专业分类
教育 | 59篇 |
科学研究 | 5篇 |
体育 | 1篇 |
综合类 | 2篇 |
信息传播 | 5篇 |
出版年
2019年 | 1篇 |
2018年 | 3篇 |
2017年 | 2篇 |
2016年 | 1篇 |
2015年 | 1篇 |
2014年 | 3篇 |
2013年 | 10篇 |
2012年 | 4篇 |
2011年 | 3篇 |
2010年 | 6篇 |
2009年 | 2篇 |
2008年 | 7篇 |
2007年 | 5篇 |
2006年 | 5篇 |
2005年 | 2篇 |
2004年 | 2篇 |
2003年 | 1篇 |
2002年 | 1篇 |
2000年 | 1篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1996年 | 2篇 |
1989年 | 1篇 |
1985年 | 1篇 |
1977年 | 1篇 |
1975年 | 1篇 |
1968年 | 1篇 |
1935年 | 1篇 |
1933年 | 1篇 |
1924年 | 1篇 |
排序方式: 共有72条查询结果,搜索用时 31 毫秒
1.
Is the university a firm? 总被引:1,自引:0,他引:1
Denton Marks 《Tertiary Education and Management》1998,4(4):245-254
2.
3.
4.
Electronic marking tools that incorporate statement banks have become increasingly prevalent within higher education. In an experiment, printed and emailed feedback was returned to 243 first-year students on a credit-bearing laboratory report assessment. A transmission approach was used, students being provided with comments on their work, but no guidance as to how they should use these remarks. A multiple-choice question test, undertaken before and after the return of feedback, was used to measure learning. Although returned comments included model answers, test scores showed no overall enhancement, even when students’ marks for their laboratory reports were initially hidden. A negative and significant (p = .010) linear trend between relative test scores and test date suggests that even modest improvements in subject knowledge were lost over time. Despite this, students could accurately guess their mark based on emailed feedback alone, estimated and awarded marks being linearly correlated (p < .001). It is concluded that statement banks organised according to published assessment criteria can ultimately help students to appreciate how their work was graded. However, students should be encouraged to produce a structured response to received feedback if self-assessment is to occur. 相似文献
5.
6.
Carolyn A. Denton Jack M. Fletcher W. Pat Taylor Amy E. Barth Sharon Vaughn 《Journal of research on educational effectiveness》2014,7(3):268-293
AbstractConsiderable research evidence supports the provision of explicit instruction for students at risk for reading difficulties; however, one of the most widely implemented approaches to early reading instruction is Guided Reading (GR; Fountas & Pinnel, 1996), which deemphasizes explicit instruction and practice of reading skills in favor of extended time reading text. This study evaluated the two approaches in the context of supplemental intervention for at-risk readers at the end of Grade 1. Students (n = 218) were randomly assigned to receive GR intervention, explicit intervention (EX), or typical school instruction (TSI). Both intervention groups performed significantly better than TSI on untimed word identification. Significant effects favored EX over TSI on phonemic decoding and one measure of comprehension. Outcomes for the intervention groups did not differ significantly from each other; however, an analysis of the added value of providing each intervention relative to expected growth with typical instruction indicated that EX is more likely to substantially accelerate student progress in phonemic decoding, text reading fluency, and reading comprehension than GR. Implications for selection of Tier 2 interventions within a response-to-intervention format are discussed. 相似文献
7.
The associative learning effect called blocking has previously been found in many cue-competition paradigms where all cues
are of equal salience. Previous research by Hall, Mackintosh, Goodall, and dal Martello (1977) found that, in animals, salient
cues were less likely to be blocked. Crucially, they also found that when the to-be-blocked cue was highly salient, the blocking
cue would lose some control over responding. The present article extends these findings to humans and suggests that shifts
in attention can explain the apparent loss of control by the previously learned cue. A connectionist model that implements
attentional learning is shown to fit the main trends in the data. Model comparisons suggest that mere forgetting, implemented
as weight decay, cannot explain the results. 相似文献
8.
Denton Marks 《Higher Education in Europe》2007,32(2-3):173-183
Access to undergraduate education has expanded rapidly in recent years. This is one manifestation of a rise in the relative importance of market‐based resource allocation in higher education and a weakening of allocation based upon traditional views of merit. This change in priority has influenced the content of the undergraduate curriculum and introduced both content and methods whose legitimacy and educational value some question as universities market their products to attract enrolment. The paper discusses the relationship between allocation mechanism and “curriculum as product” and examines critically some of the more significant implications for undergraduate education such as course rigour and full‐spectrum grading. 相似文献
9.
《现代汉语词典》(第六版)的编撰结合了现当代语言科学发展的成果,在排序、选词、释义、引文上具有鲜明典范的特征。随着当代科技的进步,对照欧美词汇学发展的成果,《现代汉语词典》在选词、释义上出现了片面性、滞后性、高雅化、脱离生活等问题。这些问题的解决有赖于对先进的信息技术、语言学理论的吸收。从具体编撰实际上加以改进。 相似文献
10.
Causal modeling was applied to data collected in a naturalistic setting in an attempt to validate a conceputal model of teaching. These data, collected on 44 student teachers, included supervisory ratings of the variables: specifying performance objectives, diagnosing learners, selecting instructional strategies, and interacting with learners. Additionally, the mean number of objectives achieved by the classes of each of the student teachers was used as a measure of the fifth variable in the model, evaluating the effectiveness of instruction. A recursive causal model which described the relationship of these variables was developed and analyzed, using four linear equations. Examination of the path coefficients from these equations revealed that the variables, specification of performance objectives, and diagnosing learners account for over one-half the variance in selecting instructional strategies. Other results indicated there were low to moderate amounts of variance shared by the variables in the model. This study illustrates the application of causal modeling techniques in testing theoretical models in education using data collected in naturalistic, nonexperimental settings. 相似文献