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101.
Cathy Ming Wai Yan Catherine McBride-Chang Richard K. Wagner Juan Zhang Anita M. Y. Wong Hua Shu 《Reading and writing》2012,25(7):1499-1521
There were two goals of the present study. The first was to create a scoring scheme by which 9-year-old Chinese children??s writing compositions could be rated to form a total score for writing quality. The second was to examine cognitive correlates of writing quality at age 9 from measures administered at ages 6?C9. Age 9 writing compositions were scored using a 7-element rubric; following confirmatory factor analyses, 5 of these elements were retained to represent overall writing quality for subsequent analyses. Measures of vocabulary knowledge, Chinese word dictation, phonological awareness, speed of processing, speeded naming, and handwriting fluency at ages 6?C9 were all significantly associated with the obtained overall writing quality measure even when the statistical effect of age was removed. With vocabulary knowledge, dictation skill, age, gender, and phonological awareness included in a regression equation, 35% of the variance in age 9 writing quality was explained. With the variables of speed of processing, speeded naming, and handwriting fluency additionally included as a block, 12% additional variance in the equation was explained. In addition to gender, overall unique correlates of writing quality were dictation, speed of processing, and handwriting fluency, underscoring the importance of both general automaticity and specific writing fluency for writing quality development in children. 相似文献
102.
Esther Prins Brendaly Drayton Ramazan Gungor Cathy Kassab 《The American journal of distance education》2013,27(4):217-235
Abstract Although many adult basic education programs offer distance learning (DL) for GED (General Educational Development) and English as a Second Language learners, this topic has received little scholarly attention. This article examines the availability, usage, and effectiveness of DL for rural GED candidates in Pennsylvania; students' demographic and educational characteristics and participation patterns; and the perceived advantages and disadvantages of DL for students and education providers. Data sources included records of 24,143 rural GED students in state-funded programs; GED test takers' demographic survey data; interviews with DL educators and students; and a survey of non-state-funded DL providers. The results show that 4% of rural GED students—primarily young, White, low-income women—participated in DL. Rural DL students were as likely to pass the GED Tests as face-to-face learners. Key advantages and disadvantages of DL for rural GED students are discussed. The study signals great potential and need for expanding DL in rural regions. 相似文献
103.
Cathy Burnett 《Education 3-13》2013,41(2):197-208
This article argues that, in informing our understanding of the possibilities and challenges associated with new technologies in educational contexts, we need to explore what counts to children when using digital texts in classrooms, and what children think counts for their teachers. It suggests that such insights can be gained by investigating children's interactions around these texts and, drawing on Goffman's work, considering how these are framed. This is illustrated using examples from a study of classroom digital literacy events. The article suggests that it is important to consider how frames disrupt, intersect with and over-layer each other. 相似文献
104.
Cathy Burnett 《Journal of Research in Reading》2009,32(1):22-37
While much has been written about the implications for ‘literacy’ of practices surrounding digital technologies, there has been surprisingly little research investigating new literacies in primary classrooms. This review examines the kinds of understandings that have been generated through studies of primary literacy and technology reported during the period 2000–2006. It uses Green's distinction between ‘operational’, ‘cultural’ and ‘critical’ dimensions of primary literacy to investigate the focus and methodology of 38 empirical studies. It explores ways in which research may be informed by assumptions and practices associated with print literacy, but also highlights the kinds of studies which are beginning to investigate the implications of digital texts for primary education. The paper concludes by arguing for further ethnographic and phenomenological studies of classroom literacy practices in order to explore the complex contexts which surround and are mediated by digital texts. 相似文献
105.
106.
Elizabeth Allan Joseph Shane Erica M. Brownstein Cathy Ezrailson Rita Hagevik William Veal 《Journal of Science Teacher Education》2009,20(6):495-500
Standard 9 of the National Science Teachers Association Standards for Science Teacher Preparation is designed to ensure that science teacher preparation programs provide preservice science teachers with the knowledge and
skills to understand and successfully engage students in a safe and ethical manner. This standard contains four components
describing science teachers’ legal and ethical responsibilities, appropriate use of instructional materials (chemicals in
particular), emergency procedures and safety equipment, and guidelines for proper use of living organisms in the classroom.
In this article, we describe the requirements of Standard 9 and provide guidance on assessments that can be used to present
evidence for preservice teachers’ competence in each of the four components. 相似文献
107.
In this article, the authors share a framework for preparing for and implementing inclusive Pre-kindergarten classrooms based
on their experiences working with an interdisciplinary study group comprised of two Pre-K teachers, one early childhood special
education teacher, and two university professors, one traditional early childhood and one specializing in early childhood
special education. The study group was organized to explore and then document the benefits and challenges of providing inclusive
early education to young children with and without disabilities in a public school Pre-K setting. Five key issues are addressed,
collaboration and role definition, program decisions, instruction, child outcomes, and necessary resources. 相似文献
108.
109.
The majority of research on nontraditional students has been conducted in environments where they constitute a significant portion of the college population. For the most part, this research found few problems and indicated that nontraditional students' college experiences are positive. This article compares the experience of nontraditional students at two types of campuses—a traditional campus where older students constitute a small percentage of the student population and two branch campuses where there is a substantial number of older students. The findings indicate areas in which a lack of age diversity may have an impact on the nontraditional students' experience. 相似文献
110.
Cathy Nutbrown 《Literacy》1999,33(1):33-40
Literacy and the assessment of literacy dominate current educational and political discussion with claims about falling standards (Gorman and Fernandes 1992), and effective remedies (Brookes et al 1996, Sylva and Hurry 1995). But answers to the question of how best to assess early literacy will depend on the purpose for which assessments are carried out. This paper is particularly concerned with assessment of literacy of children aged 3–5 years. There seems to be a growing acceptance that tests provide an answer to the problem of assessment but many tests are flawed due to a lack of authenticity in the tasks they ask children to respond to. This paper discusses the characteristics of three main purposes in early literacy assessment: teaching, management and research, and concludes that clarity of purpose is crucial if assessment of early literacy is to be properly understood, and if future assessment instruments are to be authentic. 相似文献