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211.
On-the-job writing of deaf college graduates at all degree levels was investigated. Institutional databases and questionnaires to alumni and employers were the sources for information. Respondents were asked about editing assistance, sources and types of assistance, and perceptions of such assistance by employers and employees. Results of the study confirmed that deaf employees did considerable writing regardless of degree or type of job. Their self-reports indicated grammar as the major weakness. Additionally, employers stated that clarity, organization, and spelling were serious writing problems. The study also showed that deaf employees asked for and received editing assistance and that employers were willing to support the improvement of writing skills. Because error-free texts are expected in the workplace and editing assistance is sought and received, postsecondary institutions should mimic these practices by providing copyediting services and instruction in the ethics and practices of working with editors. 相似文献
212.
Phoneme segmentation training: Effect on reading readiness 总被引:3,自引:9,他引:3
Recent evidence suggests that the ability to segment words into phonemes is significantly related to reading success, and
that training in phoneme segmentation appears to have a positive influence on beginning reading. In this study, we evaluated
the effect on reading readiness of phoneme segmentation training in kindergarten. Ninety nonreaders with PPVT-R standard scores
of 78 or higher were randomly selected from six kindergarten classrooms and assigned to one of three treatment conditions:
a) phoneme segmentation group; b) language activities group (control group I); and c) no intervention (control group II).
The phoneme segmentation group received seven weeks of instruction in segmentation and in letter names and sounds. Also for
seven weeks, the language activities group received the identical instruction in letter names and sounds and additional language
activities. Prior to the intervention, the three groups did not differ in age, sex, race, PPVT-R phoneme segmentation, letter
name and letter sound knowledge, or reading ability. After the intervention, the phoneme segmentation group outperformed both
control groups on phoneme segmentation and reading measures. This study provides additional strong support for including phoneme
segmentation training in the kindergarten curriculum. Clinical suggestions for teachers are included.
This project was supported in part by USDE grant # G008630421 and a Syracuse University Senate Research Grant. 相似文献
213.
Within a European context, facilitating the increased participation of marginalized groups within society has become a cornerstone
of social policy. In higher education in Ireland this has generally involved the targeting for support of individuals representing
groups traditionally excluded on the grounds of socio-economic status. More recently, people with disability have been included
in this consideration. This approach has tended to focus on physical access issues and some technical supports. However, access
is multi-faceted and must include a review of pedagogic practices, assistive provision (technological and personal), student’s
engagement with their workload (e.g. recording) and evaluation procedures: achieving accreditation levels commensurate with
ability.
This small-scale Irish study examined the experiences of two groups of young people with physical disabilities and with dyslexia
in two higher education institutions. It was apparent that for students with physical disabilities and with dyslexia, assessment
practices were fraught with additional limitations. Assessment practices were mediated for these students through the physical
environment, the backwash effect of assessment on curriculum, the availability and use of assistive technology, and through
the attitudes of staff and students. It can be concluded that access issues within higher education have been inadequately
conceptualized and as a result failed to address fundamental issues around assessment for students with physical disabilities
and with dyslexia. 相似文献
214.
Eileen M. Trauth 《The Information Society》2013,29(1):107-108
Electronic markets are increasingly gaining scientific and economic attention. In order to realize their often postulated rationalization potential, a closer look into their organization is necessary. New institutional economics provides a body of theory well suited for this task. Transaction cost theory helps to understand why transactions are more often conducted via markets and why those markets require organization. Principal-agent theory explains future (dis-)intermediation structures in electronic markets. Finally, property rights theory helps to understand why a certain level of market intransparency will remain in electronic markets. 相似文献
215.
216.
Amy Janan Johnson Jennifer A. H. Becker Elizabeth A. Craig Eileen S. Gilchrist Michel M. Haigh 《Communication quarterly》2013,61(4):395-415
The existence of long-distance (LD) friendships throws into question assumptions that scholars of interpersonal communication often make about commitment to relationships, the development of relationships, and friendships. An analysis of turning points comparing commitment changes in young-adult geographically close and LD same-sex friendships revealed high and fluctuating levels of commitment over the history of the friendships for both types. Over 80% of those having LD friends reported their levels of commitment were currently increasing, rather than decreasing. Women were more likely than men to report nonlinear trajectories for their friendships, more downturns in commitment to their friendships, and more turning points related to changes in commitment to their friendships. 相似文献
217.
Eileen Carlton Parsons Rhea Miles Michael Petersen 《Research in Science & Technological Education》2013,31(3):257-274
Background: Research has primarily concentrated on adults’ implicit theories about high quality science education for all students. Little work has considered the students’ perspective. This study investigated high school students’ implicit theories about what helped them learn science. Purpose: This study addressed (1) What characterizes high school students’ implicit theories of what facilitates their learning of science?; (2) With respect to students’ self-classifications as African American or European American and female or male, do differences exist in the students’ implicit theories? Sample, design and methods: Students in an urban high school located in south-eastern United States were surveyed in 2006 about their thoughts on what helps them learn science. To confirm or disconfirm any differences, data from two different samples were analyzed. Responses of 112 African American and 118 European American students and responses from 297 European American students comprised the data for sample one and two, respectively. Results: Seven categories emerged from the deductive and inductive analyses of data: personal responsibility, learning arrangements, interest and knowledge, communication, student mastery, environmental responsiveness, and instructional strategies. Instructional strategies captured 82% and 80% of the data from sample one and two, respectively; consequently, this category was further subjected to Mann-Whitney statistical analysis at p < .05 to ascertain ethnic differences. Significant differences did not exist for ethnicity but differences between females and males in sample one and sample two emerged. Conclusions: African American and European American students’ implicit theories about instructional strategies that facilitated their science learning did not significantly differ but female and male students’ implicit theories about instructional strategies that helped them learn science significantly differed. Because students attend and respond to what they think and perceive to be important, addressing students’ implicit theories may be one way to enhance science education reform. 相似文献
218.
Gráinne Conole Eileen Scanlon Karen Littleton Lucinda Kerawalla Paul Mulholland 《Educational Media International》2013,50(4):277-292
This paper describes a participatory design approach to the development of inquiry‐based learning supported through a technology toolkit. The work is part of an interdisciplinary project – Personal Inquiry (PI). The paper focuses on the approach we adopted, concentrating in particular on the two mediating artefacts we used to guide and frame the design process during two design workshops. The first mediating artefact used was an inquiry framework developed as part of the wider PI project and the second was Kellett’s enquiry research bubbles, which is a framework to guide enquiry‐based thinking processes. The paper reports on data collected during the workshops and reflects on the value of the approach adopted. The paper also explores the PI‐team’s own reflections on the design process and its role in the overall project. 相似文献
219.
Eileen Carnell 《Curriculum Journal》2013,24(3):363-389
ABSTRACT Design and technology is a relatively new subject in the National Curriculum for England and Wales. This paper presents a theoretical consideration of design and technology and argues that it has the potential to provide a classroom context which encourages critical thinking and analytical competence in pupils. This claim is based on the view that design and technology requires a type of classroom interaction that is different from that most commonly practised in our schools, both primary and secondary. Learning in design and technology depends upon collaboration between teacher and pupils, and between the pupils themselves, and as such is ideally suited to the development of collaborative learning, a method of learning which encourages decision making after a period of critical enquiry and experimentation. We further argue that the successful implementation of the design and technology curriculum hinges upon the development of classroom talk, because talk plays the central role in the development of critical thinking, reflection and evaluation, all important features of design and technology. 相似文献
220.
Ruth Eileen Arber 《课程研究杂志》2013,45(6):633-652
New demographic patterns as well as new communication and information technologies and administrative and marketing practices have irrevocably altered schools in Australia's large cities. This study examines the ways that teachers and parents in one urban school speak about race and ethnicity in the midst of these changes. Beneath the ironic relationship between difference and sameness which underpins multicultural debate are different understandings that determine ways some belong and some do not belong within the school community. This paradoxical relationship persists, despite increasingly post‐modern definitions of identity that underpin the field of this debate. I conclude that the examination of multicultural curricula must include the normalized ways of knowing and ‘being’ identity, which underpin conversations about race and identity. 相似文献