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31.
Kenneth G. Jens Betty N. Gordon Anthony J. Shaddock 《International Journal of Disability, Development & Education》1990,37(3):201-213
CHILDREN with mental retardation and children with normal intelligence were asked to perform a series of tasks or to only imagine performing them. They were then asked to remember which tasks had been performed and which had been imagined at an immediate interview and after an eight week delay. There were no overall differences between the two groups in the number of correct responses. However, all children gave more correct responses to specific probes than to open‐ended probes and remembered activities performed better than those imagined. Performance was more accurate for both groups at the immediate interview than at the delayed interview. Responses to questions about activities neither performed nor imagined were good for both groups of children to the initial questions but decreased significantly in response to a follow‐up probe. Accuracy of responses to these misleading questions decreased over the eight week delay. 相似文献
32.
33.
Betty B. Sheffield 《Annals of dyslexia》1991,41(1):41-54
This paper discusses a philosophic basis for Orton-Gillingham teaching and attempts to demonstrate how certain of the features
of such multisensory teaching act to remediate language problems exhibited by many dyslexic students. The common basis of
the array of programs coming from both Orton and Gillingham is addressed. Some individual strengths and minor differences
between Orton and Gillingham variations are examined.
The author is grateful to Margaret Rawson who coined the phrase “Structured Flexibility” in her article, “The Structure of
English: The language to be learned,” in theBulletin of the Orton Society 20:103. 相似文献
34.
35.
Designing for Differences: Cultural Issues in the Design of WWW-Based Course-Support Sites 总被引:1,自引:0,他引:1
Betty Collis 《British journal of educational technology : journal of the Council for Educational Technology》1999,30(3):201-215
Culture is a critical influence on the acceptance, use of, and impact of learning resources. WWW-based course-support sites are becoming an increasingly familiar type of learning resource in higher education. How might different aspects of culture be predicted to affect the institution's, instructor's, and student's reactions to WWW-based course-support sites? How can such sites be designed to adapt to different expectations and learner preferences, especially those related to culture? This article analyses various of these cultural aspects, and argues that WWW-based course-support sites should be designed to be adaptable to different types of cultural differences through the application of a set of ten design guidelines. An example illustrating the design guidelines, the TeleTOP Method from the University of Twente, is described and evaluated relative to the design guidelines. Important considerations related to feasibility as well as to conceptual and strategic choices are included in the scope of the guidelines; the instructor's cultural ecology requires particular attention. But WWW sites and guidelines in themselves are not enough for cultural flexibility; sensitivity and appropriate responsiveness remain human activities. 相似文献
36.
Betty Malen 《Journal of Personnel Evaluation in Education》1999,12(4):387-394
This commentary is organized around three cross-cutting themes contained in the articles: assessing school based rewards, envisioning other promising possibilities, and evaluating policy as well as people. The discussion of these broad themes illustrates both the power and limits of policy initiatives, particularly in the area of monetary incentives or sanctions as vehicles for enhancing school performance. 相似文献
37.
38.
Arathi Sriprakash Helen Proctor Betty Hu 《Discourse: Studies in the Cultural Politics of Education》2016,37(3):426-441
This article explores parents’ use of private tutoring services for their primary school children in Sydney, Australia's largest city. Using Bernstein's theories of invisible and visible pedagogies, we look, through the eyes of a small group of middle-class Chinese-background interviewees, at the tensions between certain pedagogic forms associated with private tutoring and schooling in contemporary contexts of educational competition. We show how some parents are openly seeking more explicit, visible forms of instruction through using private tutoring, to compensate for the perceived ‘invisible’, pedagogically progressive approach of Australian primary schooling. We argue that these parents’ enlistment of supplementary tutoring is a considered approach to their identification of a mismatch between (apparently) relaxed, child-centred classroom practices, and the demands of the more traditional examinations that regulate entry points to desired educational sites such as academically selective high schools and prestigious universities. Our findings show how paid tutoring is a contemporary pedagogic strategy for securing educational advantage, not just a ‘cultural’ practice prevalent among certain migrant communities, as it is often characterised. We suggest that an analytic focus on pedagogy can help connect issues of class, culture and competition in research on home–school relationships, offering a productive way for the field to respond to the tensions these issues engender. 相似文献
39.
Engaging young children in literacy activities at home is one way for families to augment and enrich the home literacy setting
and to participate in their child’s education at an early age (St. Pierre et al. in Dev Psychol 41(6): 953–970, 2005). Burgess et al. (Read Res Quart 4(4): 408–426, 2002) suggested that the resources families have at their disposal, the quality of literacy role models provided by parents, and
the types of literacy and language activities in which parents and children engage, are all related to young children’s developing
literacy and language abilities. Other studies demonstrated that even modest literacy-promoting interventions can significantly
enhance a young child’s early literacy environment by increasing the frequency of parent–child book-sharing activities (Weitzman
et al. in Pediatrics 113(5):1248–1253, 2004). Dever (J Early Educ Fam Rev 8(4):17–28, 2001) and Dever and Burtis (Early Child Dev Care 172(4):359–370, 2002) emphasize the use of family literacy bags for early childhood development. Developing and sharing take-home literacy bags
is an exciting literacy-promoting activity that may be shared with children and families to provide support for emergent literacy.
This article explores the development of the BAGS (Books and Good Stuff) take-home literacy kits and provides suggestions
for content, construction, implementation, and evaluation. Sixteen current books are reviewed and recommended by theme. 相似文献
40.
Betty Collis 《Technology, Pedagogy and Education》2013,22(2):117-135
ABSTRACT Computer based communication technologies, or what could be more conveniently called networking, are bringing new possibilities into teacher education in many different ways. As with distance education more generally they can facilitate flexibility in time and place of learning, but the range of persons and resources that they can bring to the teacher's computer screen are also introducing many new scenarios into what is meant by ‘teacher education’. In this review, nine cases of such new scenarios are briefly considered. Issues common to them are also discussed and the paper concludes with a suggestion of a problem area for teacher education in contemporary Europe in which currently available networking could play a particularly important role. 相似文献