全文获取类型
收费全文 | 171篇 |
免费 | 2篇 |
专业分类
教育 | 143篇 |
科学研究 | 5篇 |
各国文化 | 1篇 |
体育 | 6篇 |
信息传播 | 18篇 |
出版年
2022年 | 1篇 |
2021年 | 4篇 |
2020年 | 4篇 |
2019年 | 5篇 |
2018年 | 4篇 |
2017年 | 15篇 |
2016年 | 12篇 |
2015年 | 4篇 |
2014年 | 4篇 |
2013年 | 55篇 |
2012年 | 7篇 |
2011年 | 6篇 |
2010年 | 2篇 |
2009年 | 4篇 |
2008年 | 4篇 |
2007年 | 5篇 |
2006年 | 4篇 |
2005年 | 3篇 |
2004年 | 5篇 |
2003年 | 6篇 |
2002年 | 2篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1999年 | 1篇 |
1997年 | 2篇 |
1996年 | 1篇 |
1995年 | 2篇 |
1994年 | 1篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1983年 | 1篇 |
排序方式: 共有173条查询结果,搜索用时 251 毫秒
131.
Sandra Weintraub Patricia J. Bauer Philip David Zelazo Kathleen Wallner‐Allen Sureyya S. Dikmen Robert K. Heaton David S. Tulsky Jerry Slotkin David L. Blitz Noelle E. Carlozzi Richard J. Havlik Jennifer L. Beaumont Dan Mungas Jennifer J. Manly Beth G. Borosh Cindy J. Nowinski Richard C. Gershon 《Monographs of the Society for Research in Child Development》2013,78(4):1-15
132.
Cindy CLARK 《Learned Publishing》2013,26(4):310-310
Copyright Questions and Answers for Information Professionals: From the Columns of Against the Grain Laura N. Gasaway West Lafayette, Indiana, Purdue University Press, 2013, 284pp. ISBN: 978‐1‐55753‐639‐6, £16.12, pbk 相似文献
133.
Revising Strategy Instruction in Inclusive Settings: Effects for English Learners and Novice Writers
Twenty‐three students with varying academic and linguistic profiles were taught a strategy for revising expository essays, using the Self‐Regulated Strategy Development model for instruction. Students learned basic revising tactics and to consider text structure as they managed decisions on how to improve their essays. Instructional effects were assessed using a multiple baseline with multiple probes in baseline design. Positive results were found for English learners, including those who were identified as having learning disabilities, or who were low‐, average‐ and high‐achieving writers; moreover, results were equally positive for students who were not English learners. After instruction and 4 weeks later, students revised more, produced more revisions that improved text, and revised longer text segments, which resulted in an improvement in overall quality. 相似文献
134.
There has been ongoing debate regarding the efficacy of teaching instructional design models to novice designers given that experienced instructional designers often use principles and adapted models when they engage in the instructional design problem‐solving process. This study utilized the Delphi technique to identify a core set of guiding principles used by designers in their practice. The purpose of this study was (1) to examine and describe the principles that guided instructional designers’ practice and (2) to identify the extent to which participants’ frames of reference included components of the ADDIE instructional design model. Sixty‐one principles were ultimately identified (reached consensus among the Delphi panel members). Thirty‐two of the principles aligned with the primary components of the design process (e.g., analysis, design, development, and evaluation). Additional principles (n = 29) related to other characteristics of design such as communication, project management, and design characteristics. 相似文献
135.
136.
137.
138.
Paans Cindy Onan Erdem Molenaar Inge Verhoeven Ludo Segers Eliane 《Metacognition and Learning》2019,14(2):189-213
Metacognition and Learning - The present study investigated the extent to which 18 dyads in 5th and 6th grade, who experienced low levels of social challenge, differed from 12 dyads who experience... 相似文献
139.
Similarities and differences between discursive practitioners and scientist-practitioners are discussed in reference to a variety of issues. The scientist-practitioner's approach to generating and evaluating new knowledge is illustrated with two partnerships: (a) between the University of Washington Multidisciplinary Learning Disability Center and a school district (at-risk first graders in the Los Angeles Unified School District) and (b) between the University of Washington Literacy Trek Project and a local school (at-risk second graders in Seattle public schools). Both partnerships involved mostly children who were English language learners. These partnerships also illustrated how Vygotsky's approach to fostering cognitive development through social interaction can be integrated with that of his pupil Luria, who assessed the neuropsychological processes of the individual mind/brain. The most effective instruction for school-age children, who exhibit biological and cultural diversity, takes into account individual and social-cultural variables. 相似文献
140.
Cindy Jong 《The Journal of educational research》2016,109(3):296-310
Novice teachers often have difficulty transferring what they learn in teacher education programs to classroom practice. This is especially true for elementary school teachers who are expected to teach mathematics with reform-oriented methods. The purpose of this longitudinal case study was to examine the experience of one novice elementary school teacher over a 3-year period, and understand the factors that supported her to enact a reform-oriented practice in mathematics as she transitioned from being a preservice to inservice teacher. Influential mathematics education models, her commitment to learning, and school-based contexts affected her teaching identity and practices. To conclude, an argument is made for teacher education experiences to explicitly address mathematics teacher identity to support the enactment of reform-oriented practices. 相似文献