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Abstract This study examined the efficacy of a behavioral remediation program for oral reading on oral reading errors and comprehension of four moderately mentally retarded children. The remediation program included previewing of the target text, delayed attention to oral reading errors, and positive practice overcorrection of errors plus positive reinforcement for self‐correction of errors. A multiple‐baseline across subjects design was used, with comprehension probes scheduled once every two or three days across both baseline and remediation phases. Comprehension probes consisted of 10 questions based on the target text and aimed to assess the child's literal comprehension, interpretation and critical reading. While the results demonstrated a clear relationship between remediation and oral reading errors, the relationship between remediation and comprehension was less clear. The remediation program was effective in reducing oral reading errors and, in the course of the study, increasing comprehension scores. These results were replicated across all four subjects. 相似文献
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Writing instruction in New Zealand occurs in a context with potential for variability in curriculum and delivery. The national curriculum is broad; self governing schools are to interpret and apply as appropriate to their local context. There are no mandated tests, nor external examinations until the last three years of school. Schools report to the Ministry about achievement in Years 1–8 against national standards in writing, based on overall teacher judgements. The nature of this context supports the notion of drawing on several sources to describe the current landscape of writing instruction: policy documents, specifically the curriculum and standards; national tools and resources for professional learning; the limited existing research base relating to writing in New Zealand, and a study designed to extend this latter body of work by surveying teachers about their practices. The existing research largely concerns the practices of exemplary teachers or relates to investigating the effects of professional development interventions. The survey reported provides the most direct evidence of actual practice. Survey responses (N = 118) came from, on average, moderately experienced teachers who reported a relatively high level of confidence regarding aspects of teaching writing. Results suggest that surveyed teachers reflected the themes identified in the New Zealand teacher based and intervention research, which in turn reflected policy initiatives. The combined evidence indicates the influence of the ‘teaching as inquiry’ approach on writing pedagogy. 相似文献
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The Educational Interpreter Performance Assessment (EIPA) is as an important research tool for examining the quality of interpreters who use American Sign Language or a sign system in classroom settings, but it is not currently applicable to educational interpreters who use Cued Speech (CS). In order to determine the feasibility of extending the EIPA to include CS, a pilot EIPA test was developed and administered to 24 educational CS interpreters. Fifteen of the interpreters' performances were evaluated two to three times in order to assess reliability. Results show that the instrument has good construct validity and test-retest reliability. Although more interrater reliability data are needed, intrarater reliability was quite high (0.9), suggesting that the pilot test can be rated as reliably as signing versions of the EIPA. Notably, only 48% of interpreters who formally participated in pilot testing performed at a level that could be considered minimally acceptable. In light of similar performance levels previously reported for interpreters who sign (e.g., Schick, Williams, & Kupermintz, 2006), these results suggest that interpreting services for deaf and hard-of hearing students, regardless of the communication option used, are often inadequate and could seriously hinder access to the classroom environment. 相似文献
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This paper reports two studies of standard setting using Angoff's method. Results of the first study suggest that specialization within broad content areas does not affect an expert's estimates of the performance of the borderline group. This is reassuring because the knowledge base of many professions is so large that no individual can be considered an expert in all aspects of it. Results of the second study support the recommendation that performance data be provided during the standard-setting process. They are frequently used by experts, but will not have an impact on the standard unless the distribution of item difficulties is skewed markedly. It also increases the correspondence between p-values and estimates of borderline group performance, thereby reducing errors in pass/fail decisions. Overall, the results support recommendations often made in standard-setting literature, but they need to be replicated with other groups of experts 相似文献
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Shwartz Gabriella Shav-Artza Or Dori Yehudit Judy 《Journal of Science Education and Technology》2021,30(5):692-705
Journal of Science Education and Technology - In response to the realization that qualified applicants’ choice of a career in chemistry is declining, we investigated the factors involved in... 相似文献