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301.
Joanne Marttila Pierson 《Annals of dyslexia》1999,49(1):307-329
In this case study paper, I describe my work with Bill, a first grade boy with dyslexia. My goals were to identify his interests
and abilities and create contexts in which these interests and abilities supported his literacy learning. A theoretical foundation
that merged current understandings of highly effective pedagogical practices for individuals with dyslexia with Dewey’s (1913)
theory of genuine interest within a social-constructivist perspective (Vygotsky 1987, 1993) was utilized. A noticeable improvement
in Bill’s willingness to engage in activities of reading, writing, and phonological awareness occurred when he was given a
voice in the activities. Within contexts of literacy learning that allowed him to demonstrate his interests and talents, Bill
became increasingly engaged in activities surrounding the reading and writing of text. Ultimately, this project was successful
in creating a context, for this six-year-old boy with dyslexia, in which meaningful learning took place and motivation was
provided for future literacy learning. 相似文献
302.
This study examined the relationship between extra-year programs and later school achievement. Ninety-five children were identified as being either retained in kindergarten, placed in a transition classroom, recommended for an extra-year program but went into first grade, or as being in a control group of children who went from kindergarten to first grade without reservation. Results indicated that children retained in kindergarten performed significantly lower on a standardized achievement test than did children in the other three groups. Despite an extra year of schooling, children placed in transition classrooms did not differ significantly in their performance from children who were recommended for an extra year but went onto first grade and children in the control group. 相似文献
303.
Jean Dirks Kathleen Wessels Joanne Quarfoth Betty Quenon 《Psychology in the schools》1980,17(1):40-46
Forty-seven talented fourth graders were assessed on different WISC-R short-form combinations in order to determine which short-form was the most effective predictor of high Full Scale WISC-R IQ. The short-form combinations of Similarities + Object Assembly + Vocabulary subtests (SI-OA-VO) or Similarities + Object Assembly subtests (SI-OA) were more effective in this regard than eight other WISC-R short-form combinations, the Slosson Intelligence Test, and school grades in Math, Language, and Reading combined. The findings are of relevance to gifted assessment. 相似文献
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307.
Ayla Barutchu Joanne M. Fifer Mohit N. Shivdasani Sheila G. Crewther Antonio G. Paolini 《Child development》2020,91(2):620-637
This study assessed the developmental profile of unisensory and multisensory processes, and their contribution to children's intellectual abilities (8- and 11-year olds, N = 38, compared to adults, N = 19) using a simple audiovisual detection task and three incidental associative learning tasks with different sensory signals: visual-verbal with pseudowords, novel audiovisual, and visual-visual. The level of immaturity throughout childhood was dependent on both, the sensory signal type and the task. Associative learning was significantly enhanced with verbal sounds, compared to novel audiovisual and unisensory visual learning. Visual-verbal learning was also the best predictor of children's general intellectual abilities. The results demonstrate a separate developmental trajectory for visual and verbal multisensory processes and independent contributions to the development of cognitive abilities throughout childhood. 相似文献
308.
‘You have to be like everyone else’: Support for students with vision impairment in mainstream secondary schools
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The experiences of seven Australian senior secondary school students with vision impairment attending mainstream schools in Victoria were explored to gain an understanding of the support mechanisms operating to allow them access to an inclusive education. This qualitative study primarily used the in‐depth interviews of students, augmented by brief interviews with Heads of Education Support, parents, aides and teachers. Students attributed difficulties to time available, accessing e‐print and large format materials, assistive technology and access, and exclusion from classes of science, mathematics, and physical education in particular. In Australia, there is an expectation that legally mandated adjustments for students with disabilities will enable equitable, quality, and inclusive education. This was not evident in the experiences of the students in this study. Having aide support did not prevent exclusionary practices. Educators and support staff need to understand the perspectives of students with vision impairments to better facilitate successful teaching and learning experiences. 相似文献
309.
Tanja Oosthuyse Joanne A. McVeigh Lisa K. Micklesfield 《European Journal of Sport Science》2017,17(2):231-240
Low magnitude bone-loading sports may benefit bone structure and strength in the exercised limbs. This study compared peripheral quantitative computed tomography measures of radial and tibial diaphyseal strength (strength–strain index, SSI), structure (total area (ToA) and cortical area (CoA), density (CoD) and thickness (CT), and circumferences), muscle cross-sectional area (MCSA) and strength (one-repetition maximum, 1-RM) in male endurance athletes taking part in (i) non-weight-bearing and non-impact sports: swimmers (SWIM, n?=?13) and road cyclists (RC, n?=?10), (ii) non-weight-bearing, impact sport: mountain bikers (MB, n?=?10), (iii) weight bearing and impact sport: runners (RUN, n?=?9). All athlete groups were also compared to sedentary controls (CON, n?=?10). Arm MCSA, 1-RM and radial bone size and strength tended to be greater in SWIM than CON and/or RC (ToA, %difference ±?95%CI, SWIM-CON: 14.6%?±?12.7%; SWIM-RC: 12.9%?±?10.7%) but not different to MB and RUN. RUN had bigger tibial CoA than CON, SWIM and RC (CoA, RUN-CON: 12.1%?±?10.7%; RUN-SWIM: 10.9%?±?9.4%; RUN-RC: 15.8%?±?9.5%) without marked changes in tibial strength indices, lower-limb MCSA or 1-RM. Both MB and RC failed to display any difference in tibial indices, lower-limb MCSA and 1-RM compared to CON. In swimmers, the bone structure and strength of the primary exercised limbs, the arms, is greater than controls and road cyclists. Conversely, although runners experience impact and weight-bearing loading, tibial structure is greater without a substantial difference in tibial strength compared to controls and non-impact sports. Failure to observe a difference in tibial indices in MB and RC compared to controls is unexpected. 相似文献
310.
One hundred twenty-five randomly selected regular education students in grades kindergarten through three were administered the Bender-Gestalt and Beery/Buktenica tests of visual-motor integration. Significant differences between the mean Bender and Beery age equivalent scores at each grade level were found. Correlation coefficients ranged from.21 at the kindergarten level to.71 for the total group and were significant at the first and second grade, as well as for the total group. Implications for their utilization in assessing fine motor readiness development, particularly as they apply to the identification of learning disabilities, are discussed. 相似文献