全文获取类型
收费全文 | 401篇 |
免费 | 6篇 |
专业分类
教育 | 338篇 |
科学研究 | 15篇 |
各国文化 | 11篇 |
体育 | 22篇 |
文化理论 | 3篇 |
信息传播 | 18篇 |
出版年
2023年 | 4篇 |
2021年 | 5篇 |
2020年 | 6篇 |
2019年 | 7篇 |
2018年 | 18篇 |
2017年 | 20篇 |
2016年 | 18篇 |
2015年 | 7篇 |
2014年 | 17篇 |
2013年 | 86篇 |
2012年 | 9篇 |
2011年 | 12篇 |
2010年 | 9篇 |
2009年 | 5篇 |
2008年 | 10篇 |
2007年 | 10篇 |
2006年 | 10篇 |
2005年 | 9篇 |
2004年 | 6篇 |
2003年 | 7篇 |
2002年 | 5篇 |
2001年 | 11篇 |
2000年 | 12篇 |
1999年 | 6篇 |
1997年 | 8篇 |
1996年 | 7篇 |
1995年 | 4篇 |
1994年 | 6篇 |
1993年 | 2篇 |
1992年 | 6篇 |
1991年 | 5篇 |
1990年 | 4篇 |
1989年 | 6篇 |
1988年 | 3篇 |
1987年 | 3篇 |
1986年 | 5篇 |
1985年 | 7篇 |
1984年 | 5篇 |
1983年 | 5篇 |
1982年 | 2篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1979年 | 3篇 |
1978年 | 1篇 |
1977年 | 3篇 |
1976年 | 2篇 |
1973年 | 1篇 |
1971年 | 1篇 |
1967年 | 1篇 |
1919年 | 1篇 |
排序方式: 共有407条查询结果,搜索用时 15 毫秒
61.
62.
Achievement effects of multigrade and monograde primary schools in the Turks and Caicos Islands 总被引:1,自引:0,他引:1
This article reports on a study that compares the reading progress of students in multigrade schools with the reading progress of students in monograde schools. The research was conducted in a small island state in the Caribbean. The results of the study indicate that multigrade schools are particularly effective at promoting the reading progress of low-achieving students. It is hypothesised that this is partly because of differences in the approach to instruction in multigrade and monograde classrooms. Whereas monograde classrooms tend to be characterised by undifferentiated whole-class teaching, in multigrade classes students have more opportunity to engage in small-group work. The implications of the findings are explored for policy, practice and research. 相似文献
63.
Paul Berry Brian Briese 《International Journal of Disability, Development & Education》1977,24(2):79-85
Language samples from five mildly intellectually handicapped subjects with chronological ages ranging from 11 years 0 months to 11 years 8 months, and mental ages ranging from 6 years 2 months to 10 years 1 month were analysed syntactically. The results indicated problems in identifying the relationship between mental age and indices of linguistic sophistication. Most correlations were not significant, and the results suggested that these eleven year old mildly intellectually handicapped children may not show syntactic differences as great as those of mental age. At this age, differences exhibited in language may be due more to variables of individual experience, and especially the teaching strategies they experience. The results do not support the documented hypothesis that language development is closely related to mental age. 相似文献
64.
Geoff Fox 《Children‘s Literature in Education》1991,22(4):257-273
Geoff Fox was a founding editor of CLIE and still serves as Secretary to the UK Editorial Committee. He has worked with young people and teachers in schools and universities in the UK, USA, Canada and Australia. He has written widely in the field, includingTeaching Literature 9–14 (with Michael Benton, Oxford University Press, 1985). He has recently written four short works of fiction. 相似文献
65.
Emily Berry 《Changing English: An International Journal of English Teaching》2012,19(4):411-413
This personal essay examines a poet’s relationship to the writing process through reflections on formative experiences of the mechanics of writing – on a typewriter, on computer or by hand – as well as the ways in which a writerly identity might be constructed or adopted. 相似文献
66.
Geoff J. Bathje Eunha Kim Ellen Rau Muhammad Adam Bassiouny Taehoon Kim 《International journal for the advancement of counseling》2014,36(4):408-422
This study examined attitudes toward face-to-face (f2f) and online counseling among 228 Korean college students. In addition, it tested a hypothesized model proposing that general propensities (i.e., self-concealment, openness to experience, and loss of face) would influence counseling-specific expectations (i.e., self-stigma and disclosure expectations), which, in turn, would predict attitudes toward f2f and online counseling. Findings mirrored the results of earlier studies revealing that self-concealment was negatively related to attitudes toward both f2f and online counseling, while openness to experience and disclosure expectations were positively related. However, whereas self-stigma was associated with negative attitudes toward f2f counseling, it was not related to attitudes toward online counseling. In addition, disclosure expectations accounted for f2f attitudes more than online attitudes. 相似文献
67.
Geoff Husic 《Slavic & East European Information Resources》2013,14(1):37-51
In this article, the author discusses issues related to the cataloging of a language, Romani (or Romany), which is only in the twenty-first century beginning to achieve some degree of standardization. In his discussion, the author focuses on issues of Romani orthography, specifically a small number of unusual Unicode characters that may cause technical problems in certain automated cataloging environments, such as OCLC WorldCat, the OCLC cataloging client Connexion, and online library catalogs. 相似文献
68.
Children with specific speech and language difficulties (SSLD) pose a challenge to the education system as a result of their language needs and associated educational and social‐behavioural difficulties. Local education authorities (LEAs) in England and Wales have developed language units to meet their needs but previous research has indicated this provision was inadequate. The development of inclusion raises questions regarding this type of provision, compared with full inclusion into mainstream schools. The present study reports on a national survey of LEAs in England and Wales (97 respondents, 49.5% response rate) and interviews with 37 LEA special educational needs managers. Provision varied by age group with designated specialist provision more prevalent at key stages 1 and 2 (age 5–11 years), and relatively little at key stages 3 and 4 (11–16). LEAs’ decision‐making regarding provision varied, influenced by the lack of common criteria, which was highlighted by the difficulties in distinguishing children with SSLD from those with autistic spectrum disorder. There were also difficulties translating policies into practice, including the shortage of speech and language therapists. The implications of the study are discussed with reference to inclusion. 相似文献
69.
The article explores changes in the examination performance of a random sample of 500 English secondary schools between 1992 and 2001. Using econometric methods, it concludes that: there is an overall deterministic trend in school performance but it is not stable, making prediction accuracy poor; the aggregate trend does not explain improvement over time at school level, where there is very considerable variation in improvement paths; there is a degree of persistence with respect to changes in performance at school level but it is short-lived; whilst there is evidence of a general upward trend across schools, there is a large amount of year-to-year variation and little evidence of sustained improvement at school level; and the model applied has little ability to forecast the direction of change for particular schools in the following year(s). 相似文献
70.
In this study, we performed a fine grained analysis of writing by children with a specific language impairment (SLI) and examined the contribution of oral language, phonological short-term memory (STM), nonverbal ability, and word reading to three writing constructs (productivity, complexity and accuracy). Forty-six children with SLI were compared with 42 children matched for chronological age, receptive vocabulary (N = 46) and reading decoding (N = 46) on a measure of narrative writing. The SLI group performed worse on all measures compared to children of a similar chronological age. The SLI group produced a greater proportion of orthographic spelling errors than children with similar receptive vocabularies, but were comparable to children matched for reading decoding. The children with SLI showed specific difficulties in the omission of whole words (e.g. auxiliary verbs and subject nouns) and omissions of grammatical morphology (e.g. past tense—ed) reflecting the difficulties shown in their oral language. Receptive grammar made a significant contribution to writing complexity and accuracy. Phonological fluency contributed to writing productivity, such as the production of diverse vocabulary, ideas and content and writing fluency. Phonological STM and word reading explained additional variance in writing accuracy over and above the SLI group’s oral language skills. 相似文献