全文获取类型
收费全文 | 185篇 |
免费 | 0篇 |
专业分类
教育 | 171篇 |
科学研究 | 3篇 |
体育 | 7篇 |
信息传播 | 4篇 |
出版年
2021年 | 1篇 |
2020年 | 2篇 |
2019年 | 4篇 |
2018年 | 5篇 |
2017年 | 7篇 |
2016年 | 3篇 |
2015年 | 2篇 |
2014年 | 5篇 |
2013年 | 37篇 |
2012年 | 3篇 |
2011年 | 9篇 |
2010年 | 4篇 |
2009年 | 1篇 |
2008年 | 2篇 |
2007年 | 3篇 |
2006年 | 3篇 |
2005年 | 4篇 |
2004年 | 5篇 |
2003年 | 2篇 |
2002年 | 4篇 |
2001年 | 3篇 |
2000年 | 6篇 |
1999年 | 8篇 |
1998年 | 3篇 |
1997年 | 3篇 |
1996年 | 5篇 |
1995年 | 7篇 |
1994年 | 4篇 |
1993年 | 5篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1990年 | 3篇 |
1989年 | 1篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1985年 | 4篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1977年 | 2篇 |
1975年 | 1篇 |
1973年 | 2篇 |
1971年 | 1篇 |
1968年 | 2篇 |
1966年 | 1篇 |
1965年 | 1篇 |
排序方式: 共有185条查询结果,搜索用时 15 毫秒
81.
82.
83.
84.
The simple view of reading 总被引:6,自引:0,他引:6
A simple view of reading was outlined that consisted of two components, decoding and linguistic comprehension, both held to be necessary for skilled reading. Three predictions drawn from the simple view were assessed in a longitudinal sample of English-Spanish bilingual children in first through fourth grade. The results supported each prediction: (a) The linear combination of decoding and listening comprehension made substantial contributions toward explaining variation in reading comprehension, but the estimates were significantly improved by inclusion of the product of the two components; (b) the correlations between decoding and listening comprehension tended to become negative as samples were successively restricted to less skilled readers; and (c) the pattern of linear relationships between listening and reading comprehension for increasing levels of decoding skill revealed constant intercept values of zero and positive slope values increasing in magnitude. These results support the view that skill in reading can be simply characterized as the product of skill in decoding and linguistic comprehension. The paper concludes with a discussion of the implications of the simple view for the practice of reading instruction, the definition of reading disability, and the notion of literacy. 相似文献
85.
Learning disabilities in children with very low birthweight: prevalence, neuropsychological correlates, and educational interventions 总被引:3,自引:0,他引:3
This study examined achievement, neuropsychological, and intervention outcomes at a mean age of 11 years in children with very low birthweight (VLBW, <1500 g) compared with a term-born control group. To assess the prevalence and correlates of specific learning disabilities (LD), the sample was limited to children without neurosensory disorders who had at least low average IQ. Participants included 31 children with <750 g birthweight, 41 with 750-1499 g birthweight, and 52 controls. The <750 g group obtained lower scores in math, IQ, and perceptual-organizational skills than the term-born group. The < 750 g group also had higher rates of past and present LD than the controls. Despite these differences, the groups did not differ significantly in rates of special education or tutorial/remedial assistance. These findings suggest that children with extremely low birthweight without gross physical or intellectual impairments are at higher risk for LD and cognitive deficiencies than their term-born peers and that further efforts are needed to improve identification and treatment of these learning problems. 相似文献
86.
The key purpose of this paper is to offer an exploration of the career paths of a number of Irish school principals. The information presented is part of a comparative study in the area, involving three island states: Cyprus, Malta and Ireland. The study provides an insight into how individuals become principals and how they perceive themselves in the role. The information is sourced through personal narrative. Qualitative in-depth interviewing is employed as the primary method of data gathering. Participants are posed a range of open-ended questions about their personal lives and about their initiation into their professional responsibilities. The results show that participants offer a variety of reasons for becoming teachers initially and a variety of reasons for seeking and achieving promotion to the post of school principal after a time. Family members and family experiences have an important function in influencing the lives of prospective leaders. With no formal training to prepare newly appointed principals for their roles, most report significant difficulties initially, particularly with managerial tasks and bureaucracy. In spite of these difficulties nonetheless, all participating principals report that they enjoy their roles. The results of the study demonstrate that the Irish principals interviewed in this research, experience similar challenges and rewards to those interviewed in earlier and concurrent studies internationally. 相似文献
87.
This replication studied the effect of two specific classroom climates on learning of science process skills and content achievement in college science classes. Two classroom climates were established and designated as discovery classroom climate (DCC) and nondiscovery classroom climate (NDCC). The term discovery denotes the degree of freedom the teacher established in classroom interactions, both verbal and nonverbal. Verbal interactions were monitored with the Science Laboratory Interaction Categories. These data indicate that students in the two classroom climates achieved equally as well on learning of biological content of the course and on scores in science process skills as measured by the Welch Science Process Inventory. This study indicates students in the less directive discovery climate learned as much content as a more directive comparison class—they lost nothing of what is traditionally sought in a college science class. Differences between the original and the replication study on the Science Process Inventory were noted. 相似文献
88.
Noel Gough 《Environmental Education Research》1996,2(3):379-389
This essay reviews three books which offer different perspectives on environmental problems and issues as they appear to us in the conditions of post‐ modernity. It is argued that, taken together, these books provide new critical frames for environmental education research. The books reviewed are: 相似文献
89.
Cornelius Young Gerry McNamara Martin Brown Joe O’Hara 《Educational Assessment, Evaluation and Accountability》2018,30(2):133-158
The concept of data-informed decision making (DIDM), a term used interchangeably with data-driven decision making (DDDM) and data-based decision making (DBDM), is relatively new to Irish education and the school planning process. This research sought to clarify what data principals use and how they use that information for school improvement considering new school self-evaluation requirements. The paper begins by charting the rise internationally of data use in school planning, decision making and accountability. It proceeds to describe the policy context in this area in Ireland and then reports recent research with school leaders around how data is collected and used in their work. Although the paper focusses on Ireland, it is tentatively suggested that school leaders, teachers and policymakers in other countries, and there are many, which have come late to the expectation that school improvement and accountability should be heavily data-informed may find the efforts of Irish principals in this regard of interest. 相似文献
90.
Lewis A. Gough Sanjoy K. Deb S. Andy Sparks Lars R. McNaughton 《Journal of sports sciences》2018,36(15):1705-1712
The aim of this study was to investigate the effects of sodium bicarbonate (NaHCO3) on 4 km cycling time trial (TT) performance when individualised to a predetermined time to peak blood bicarbonate (HCO3?). Eleven male trained cyclists volunteered for this study (height 1.82 ± 0.80 m, body mass (BM) 86.4 ± 12.9 kg, age 32 ± 9 years, peak power output (PPO) 382 ± 22 W). Two trials were initially conducted to identify time to peak HCO3? following both 0.2 g.kg?1 BM (SBC2) and 0.3 g.kg?1 BM (SBC3) NaHCO3. Thereafter, on three separate occasions using a randomised, double-blind, crossover design, participants completed a 4 km TT following ingestion of either SBC2, SBC3, or a taste-matched placebo (PLA) containing 0.07 g.kg?1 BM sodium chloride (NaCl) at the predetermined individual time to peak HCO3?. Both SBC2 (?8.3 ± 3.5 s; p < 0.001, d = 0.64) and SBC3 (?8.6 ± 5.4 s; p = 0.003, d = 0.66) reduced the time to complete the 4 km TT, with no difference between SBC conditions (mean difference = 0.2 ± 0.2 s; p = 0.87, d = 0.02). These findings suggest trained cyclists may benefit from individualising NaHCO3 ingestion to time to peak HCO3? to enhance 4 km TT performance. 相似文献