全文获取类型
收费全文 | 199篇 |
免费 | 2篇 |
专业分类
教育 | 153篇 |
科学研究 | 14篇 |
各国文化 | 3篇 |
体育 | 22篇 |
信息传播 | 9篇 |
出版年
2022年 | 2篇 |
2021年 | 1篇 |
2020年 | 1篇 |
2019年 | 8篇 |
2018年 | 9篇 |
2017年 | 3篇 |
2016年 | 9篇 |
2015年 | 7篇 |
2014年 | 8篇 |
2013年 | 45篇 |
2012年 | 5篇 |
2011年 | 8篇 |
2010年 | 6篇 |
2009年 | 5篇 |
2008年 | 6篇 |
2007年 | 3篇 |
2006年 | 5篇 |
2005年 | 3篇 |
2004年 | 7篇 |
2003年 | 4篇 |
2002年 | 9篇 |
2001年 | 1篇 |
2000年 | 1篇 |
1999年 | 2篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1996年 | 4篇 |
1995年 | 2篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1992年 | 2篇 |
1991年 | 4篇 |
1990年 | 1篇 |
1988年 | 2篇 |
1987年 | 3篇 |
1985年 | 1篇 |
1984年 | 4篇 |
1982年 | 4篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1855年 | 1篇 |
1840年 | 1篇 |
排序方式: 共有201条查询结果,搜索用时 453 毫秒
1.
Brent Carnell 《Assessment & Evaluation in Higher Education》2016,41(8):1269-1283
This article takes a dual focus on the theme of student formative peer assessment. On the one hand it offers a thorough literature review in this field, while on the other it unpacks a case study of curriculum design where peer assessment has been adopted. The practical example draws on recent changes made to a third- and final-year undergraduate research dissertation course in a UK architectural school. Although peer assessment worked quite well in this small setting, similar findings might be uncovered when scaled up to larger cohorts, as well as other disciplines and year groups. The research findings are certainly relevant for other contexts. Qualitative research from a focus group with six students on the course informs the empirical body of the paper. Through engaging with students’ reflections, as well as the relevant literature, and reflexively looking at the curriculum changes, this paper discusses some of the benefits and drawbacks that can arise from peer assessment in this context. Peer assessment is not without its challenges and hiccups, but, despite these, the benefit to autonomous critical thinking cannot be understated. And arguably peer assessment is especially germane for final-year undergraduates as they embark on employment or more advanced studies. 相似文献
2.
Control of beak opening (gape) and peck location was examined in pigeons. Feeding pecks showed accurate guidance that positioned the seed between the beaks. At the moment of contact with the seed, gape was proportional to seed diameter, although pecks with gape less than seed diameter were more frequent following an increase in seed size during a meal. There were no substantial differences between pigeons trained to keypeck with autoshaping and those trained with operant conditioning procedures. With either procedure, water reinforcement produced keypecks with the beak closed; seed reinforcers of different sizes produced means for gape proportional to the seed diameters. Black or white circular stimuli of different sizes projected as conditioning signals had little influence upon gape, but a greater percentage of responses was directed to white stimuli. These results indicate that visual stimuli elicit and orient the peck, whereas the adjustment of gape also involves the somatosensory stimuli provided during previous experience with a particular reinforcer or food type. 相似文献
3.
A series of four experiments studied the retention of the response made on a just-preceding trial as a function of the presence, and amount, of food reward given on that trial. Rats were trained to alternate arm choices in a T-maze, and then were tested for alternation with 5- or 30-sec delays between runs. When the subjects had received prior experience with the reward amounts used in testing, larger rewards led to better retention than did small or no rewards. However, when reward omission first occurred during the test phase, it produced more alternation on the following trial than did reward presence. The results suggest that both reward amount and surprisingness determine short-term retention of responses paired with the rewards. 相似文献
4.
David D. Williams Joseph B. South Stephen C. Yanchar Brent G. Wilson Stephanie Allen 《Educational technology research and development : ETR & D》2011,59(6):885-907
This study employed a qualitative research design to investigate how instructional designers use evaluation in everyday design
practice. While past research has examined how designers spend their time, how they generally make decisions, and expert-novice
differences, little attention has been paid to use of context, input, process, or product evaluation, from the perspective
of practicing designers. Based on interviews of practitioners, our findings included ten themes regarding how designers use
evaluation to improve their products. While these results substantiate to some degree the claim that practitioners believe
clients will not pay for formal evaluations, they also suggest that practitioners use evaluation in important but less formal
ways. Other conclusions regarding the role of evaluation in design are provided and future directions for training and research
are discussed. 相似文献
5.
Gender Differences in College Mathematics Grades and SAT-M Scores: A Reanalysis of Wainer and Steinberg 总被引:1,自引:0,他引:1
Wainer and Steinberg (1992) showed that within broad categories of first-year college mathematics courses (e.g., calculus) men had substantially higher average scores on the mathematics section of the SAT (SAT-M) than women who earned the same letter grade. However, three aspects of their analyses may lead to unwarranted conclusions. First, they focused primarily on differences in SAT-M scores given course grades when the more important question for admissions officers is the difference in course grades given scores on the predictor. Second, they failed to account for differences among calculus courses (e.g., calculus for engineers versus calculus for liberal arts students). Most importantly, Wainer and Steinberg focused on the use of SAT-M as a single predictor. A reanalysis presented here indicated that a more appropriate composite indicator made up of both SAT-M and high school grade point average demonstrated minuscule gender differences for both calculus and precalculus courses. 相似文献
6.
Mangus BC Wallmann HW Ledford M 《Sports biomechanics / International Society of Biomechanics in Sports》2004,3(2):209-220
The aim of our study was to determine if any immediate changes in balance were discernable in college soccer players after a specially designed heading session. Eight male and two female skilled collegiate soccer players had a baseline balance pre-test using the Balance Master, followed by heading 20 balls kicked consecutively by a teammate from the touchline to a point near the goal, which was followed by a post-test using the same testing technique. Paired t-tests were used to compare balance ability between pre- and post-test conditions. There was no difference in balance pre- to post-test (85.3% and 86.2% respectively). No significant difference was noted from pre- to post-test in the mean equilibrium scores for conditions three through six on the Sensory Organization Test, with the exception of condition four, which revealed a significant increase from pre- to post-test. We concluded that an acute session of heading soccer balls may not result in balance changes in collegiate soccer players. 相似文献
7.
8.
Although engineering education has played important roles in China’s growing power and influence on the world stage, engineering education policy since the Reform and Opening-up in the late 1970s has not been well documented in current English-language scholarship. Informed by historical and sociological studies of education, engineering and engineering education, this paper attempts to address this scholarly gap by relating contemporary Chinese engineering education policy-making to its broader historical, cultural and ideological contexts. Based on analysis of policy documents and reports released by the Chinese government and engineering schools, and drawing on prior scholarship of Chinese (engineering) education policy, this paper employs the concept of ‘past/forward’ as an analytic lens to interpret and understand four major areas of engineering education policy change in contemporary China: institutional reform, disciplines and majors, training objectives, and curriculum reform. 相似文献
9.
10.
Kerry Shephard John Harraway Tim Jowett Brent Lovelock Sheila Skeaff Liz Slooten 《Environmental Education Research》2015,21(6):805-820
This article addresses the important questions that higher education institutions ask concerning their impact on their students’ sustainability-related attributes ‘How do our students’ worldviews change as they experience higher education with us?’ The process of monitoring such a dynamic entity is fraught with statistical complexity but may not be impossible for an institution willing to ask whether or not its educational efforts in ‘education for sustainability’, ‘education for sustainable development’ or ‘environmental education’, and campus sustainability developments, are paralleled by changes in the attitudes of its students. We describe here a longitudinal survey process based on the revised New Ecological Paradigm scale, with two cohorts of students, in three programmes of study, operating over four years, with multiple survey inputs by each student. We implemented the longitudinal analysis using a linear mixed-effects model and describe here the development and testing of this model. We conclude that higher education institutions can benchmark the sustainability attributes of their students and monitor changes, if they are minded to. We invite higher education practitioners worldwide to join us in further developing suitable research instruments, processes and statistical models, and in further analysing the assumptions that link higher education to sustainability and to global citizenship. 相似文献