全文获取类型
收费全文 | 259篇 |
免费 | 3篇 |
国内免费 | 2篇 |
专业分类
教育 | 231篇 |
科学研究 | 7篇 |
各国文化 | 1篇 |
体育 | 7篇 |
文化理论 | 1篇 |
信息传播 | 17篇 |
出版年
2023年 | 1篇 |
2022年 | 1篇 |
2021年 | 3篇 |
2020年 | 6篇 |
2019年 | 6篇 |
2018年 | 6篇 |
2017年 | 14篇 |
2016年 | 16篇 |
2015年 | 10篇 |
2014年 | 16篇 |
2013年 | 49篇 |
2012年 | 12篇 |
2011年 | 11篇 |
2010年 | 11篇 |
2009年 | 9篇 |
2008年 | 8篇 |
2007年 | 8篇 |
2006年 | 8篇 |
2005年 | 2篇 |
2004年 | 6篇 |
2003年 | 6篇 |
2002年 | 1篇 |
2001年 | 1篇 |
2000年 | 2篇 |
1999年 | 5篇 |
1998年 | 3篇 |
1997年 | 4篇 |
1996年 | 5篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1992年 | 3篇 |
1991年 | 1篇 |
1990年 | 4篇 |
1989年 | 1篇 |
1988年 | 3篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1980年 | 1篇 |
1978年 | 3篇 |
1977年 | 1篇 |
1975年 | 1篇 |
1973年 | 1篇 |
1968年 | 1篇 |
排序方式: 共有264条查询结果,搜索用时 15 毫秒
141.
Juan Zhang Catherine McBride-Chang Xiuli Tong Anita M.-Y. Wong Hua Shu Cathy Y.-C. Fong 《Reading and writing》2012,25(9):2183-2203
This study examined the associations of three levels of meaning acquisition, i.e., whole word (vocabulary), morpheme (morphological awareness), and semantic radical (orthography-semantic awareness) to early Chinese reading comprehension among 164 Hong Kong Chinese primary school students, ages 7 and 8?years old, across 1?year. With time 1 word reading, phonological awareness and speeded naming controlled, morphological awareness was uniquely associated with concurrent and subsequent reading comprehension; orthography-semantic awareness uniquely explained concurrent reading comprehension at time 2. Together, the meaning acquisition variables explained between 2 and 6% unique variance in reading comprehension across time, underscoring the importance of acquisition of meaning for early reading comprehension among Chinese children. 相似文献
142.
143.
144.
145.
Cathy Zozakiewicz 《The Teacher Educator》2013,48(2):137-151
Teacher education is challenged with preparing teachers to work effectively with culturally diverse students. Gaps in the research literature demonstrate that more bridging is needed between teacher education coursework and student teaching experiences, particularly in terms of supervision approaches that consider multicultural issues. This study argues that culturally responsible mentoring is one way to help student teachers put multicultural education into practice. Culturally responsible mentoring helps preservice teachers become critical thinkers about the cultural contexts in which they work. It also assists them in developing equitable and inclusive practices for their particular students. This study defines and describes the practices of culturally responsible mentoring and examines the impact it has on two student teachers in the field. 相似文献
146.
Julie-Ann Jordan Margaret McRorie Cathy Ewing 《Emotional and Behavioural Difficulties》2013,18(1):37-47
The relationship between components of emotional intelligence (EI) (interpersonal ability, intrapersonal ability, adaptability and stress management) and academic performance in English, maths and science was examined in a sample of 86 children (49 males and 37 females) aged 11–12 years during the primary–secondary school transition period. Results indicated that for both males and females, intrapersonal ability had little relationship with academic achievement, while adaptability had the strongest relationship with achievement in all subjects. Gender differences were particularly pronounced for science, for which stronger relationships were observed with all EI components for males. In addition, apparent only for males was a negative relationship between stress management and science. These findings offer support for the current inclusion of a personal and emotional element in the primary school curriculum, and indicate that such training is likely to help males more than females to make a successful transition from primary to secondary school. 相似文献
147.
Cathy Hughes 《Emotional and Behavioural Difficulties》2013,18(2):15-21
In this discussion I aim to explore the use of ‘play’ with pupils with perceived emotional and behavioural difficulties in mainstream secondary schools and to provide practical examples of how this could be achieved. This will involve references to viewpoints regarding the value of play for its own sake, for therapeutic purposes, within child development, and within Primary education, and then the linking of these with discussions regarding the needs of children with perceived emotional and behavioural difficulties. The part on practice will focus on the use of play, in the sense of the provision of practical and concrete materials, as a means of accessing the curriculum in a mainstream secondary classroom, rather than on its use for emotional or social development, although the three can be shown to be interchangeable. This discussion is in no way meant to be considered as comparable to a piece of research or containing any empirical evidence as to the validity of the arguments within it. It is meant to present considerations, prompted by and deriving from personal perspectives and experiences. 相似文献
148.
A quantitative research study was conducted to examine the knowledge of girls aged 12-14 years regarding reproductive health in five cities in Iran with different ethnic and cultural majorities. A cross-sectional study using a self-administrated questionnaire was conducted among guide school (middle school) pupils. Data analysis was based on 1,893 questionnaires. The internal consistency of the items was 0.80. Overall, knowledge level was unsatisfactory. An association between age and knowledge about reproductive health was found. Additionally, there was a statistically significant difference in the knowledge of reproductive health between cities. The findings suggest that reproductive health education initiatives that involve mothers may be most appro priate in terms of cultural and religious sensitivities, and be in keeping with the wishes of the girls themselves. 相似文献
149.
The Exploring Florida Science project goals were: (1) increasing content knowledge of secondary science teachers, specifically in topics that are important to the future of the state, and (2) providing secondary science students with digital media for use in project-based learning. A team of instructional designers, educators, scientists, web designers and teacher educators designed an online professional development environment. Needs analysis included identification of the high incidence topics on the state science achievement test and topics of socio-scientific importance in the state. Development followed tenets of design-based research, and was guided by E-Learning for Educators standards and evaluated for content, pedagogy and usability using rubrics based on established guidelines. This paper details design, development, and evaluation frameworks, and summarizes pilot testing outcomes. 相似文献
150.
This article reports on small‐scale research exploring the views of learning support assistants (LSAs) about facilitators and barriers to effective practice. A focus group was conveyed involving all the LSAs working in one mainstream primary school in the north‐west of England and thematic analysis was used to interrogate the resultant dataset. The Wider Pedagogical Role (WPR) model (Webster et al., 2011) was used as a deductive framework to conceptualise these findings under the headings of practice, deployment, conditions of employment, preparedness and characteristics. Findings revealed that LSAs could readily identify current facilitators and barriers under each of the five components, highlighting the usefulness of the WPR model. Possibilities for future research, including the refinement and further development of the WPR, are briefly discussed. 相似文献