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Reading and Writing - Children who struggle with writing are a heterogeneous group and may experience difficulties in a range of domains, including spelling, reading, and oral language. These... 相似文献
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G. Brian Thompson Michael F. McKay Claire M. Fletcher-Flinn Vincent Connelly Richard T. Kaa Jason Ewing 《Reading and writing》2008,21(5):505-537
Two studies were conducted across three countries to examine samples of beginning readers without systematic explicit phonics
who had reached the same level of word reading accuracy as comparison samples with high and moderate explicit phonics. Had
they employed any compensatory learning to reach that level? Four hypotheses of compensatory learning or performance were
tested on the samples, all of which represented the lower half of the normative distribution of word reading accuracy. The
two samples without explicit phonics received teaching that centered on story text reading and some receptive phonics that
arose from this text reading. They did not compensate by relatively greater use of a larger psycholinguistic grain size in
the form of rime units. Nor did they compensate by trading off comprehension for text word reading accuracy. In a microtraining
study, they showed no compensation in proficiency of initial learning of lexical orthographic representations. For all samples,
this initial learning was less effective with spelling than reading training trials. In reading text, the samples without
explicit phonics did not compensate by trading off speed for accuracy, or comprehension. On the contrary, they read text faster
than the explicit phonics samples. The extra classroom instruction time available to them for text reading, with the consequential
extra exposure and practice of word reading, would explain this result. 相似文献
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In this introduction we describe the purpose and structure of the Canada–China Reciprocal Learning in Teacher Education and School Education Partnership Grant Project sponsored by the Social Sciences and Humanities Council of Canada (SSHRC) in 2013?2020, and describe the project’s practice-based methodology along with a discussion of selected preliminary results. The papers presented in this special issue of Frontiers of Education in China animate our discussion by bringing forward important school-based activities and results. The heart of this work is the collaborative activity and voices of Chinese and Canadian educators. We illustrate our concept of reciprocal learning and how we apply this concept in our Partnership Grant Project. We believe that we have heavily benefited from the productive work and impact that has been made in the field of comparative education and we have put our emphasis on Reciprocal Learning as Collaborative Partnership throughout our project. 相似文献
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Vernon Gayle Susan Murray Roxanne Connelly 《British Journal of Sociology of Education》2016,37(3):350-370
In Britain, educational qualifications gained at school continue to play an important and central role in young people’s educational and employment pathways. Recently there has been growing interest in documenting the lives of ‘ordinary’ young people. In this paper we analyse the Youth Cohort Study of England and Wales in order to better document the experiences of those with ‘middle’ levels of school General Certificate of Secondary Education (GCSE) attainment. The overall pattern of school GCSE attainment is one of increasing levels of performance. GCSE attainment is still highly stratified. Girls performed better than boys, and there were some marked differences in attainment for pupils from the main minority ethnic groups. Most notably, parental socio-economic positions are the most important factor. The analyses fail to persuade us that there are clear boundaries that demark a ‘middle’ category of school GCSE attainment. We conclude that sociologists should study ‘ordinary’ young people; however, school GCSE attainment is best understood as a continuum, and measures such as the number of GCSEs or point scores are preferable. 相似文献
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