全文获取类型
收费全文 | 411篇 |
免费 | 3篇 |
国内免费 | 1篇 |
专业分类
教育 | 343篇 |
科学研究 | 2篇 |
各国文化 | 2篇 |
体育 | 34篇 |
信息传播 | 34篇 |
出版年
2023年 | 2篇 |
2022年 | 5篇 |
2021年 | 4篇 |
2020年 | 8篇 |
2019年 | 14篇 |
2018年 | 22篇 |
2017年 | 26篇 |
2016年 | 20篇 |
2015年 | 13篇 |
2014年 | 14篇 |
2013年 | 93篇 |
2012年 | 11篇 |
2011年 | 9篇 |
2010年 | 12篇 |
2009年 | 17篇 |
2008年 | 5篇 |
2007年 | 13篇 |
2006年 | 12篇 |
2005年 | 10篇 |
2004年 | 5篇 |
2003年 | 11篇 |
2002年 | 6篇 |
2001年 | 6篇 |
2000年 | 7篇 |
1999年 | 2篇 |
1998年 | 4篇 |
1997年 | 2篇 |
1996年 | 7篇 |
1994年 | 2篇 |
1993年 | 7篇 |
1992年 | 3篇 |
1991年 | 3篇 |
1989年 | 5篇 |
1988年 | 4篇 |
1987年 | 6篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1977年 | 2篇 |
1976年 | 3篇 |
1974年 | 2篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1967年 | 1篇 |
1966年 | 1篇 |
1965年 | 1篇 |
排序方式: 共有415条查询结果,搜索用时 0 毫秒
81.
The purpose of this study was to determine whether poor readers have more pronounced problems than average-reading peers reading
derived words the base forms of which undergo a phonological shift when a suffix is added (i.e., shift relations as in “natural”),
as compared to derived words whose forms are phonologically and orthographically transparent (i.e., stable relations, as in
“cultural”). Two computer-based word recognition tasks (Naming and Lexical Decision) were administered to children with reading
disability (RD), peers with average reading ability, and adults. Across tasks, there was an effect for transparency (i.e.,
better performance on stable than shift words) for both child groups and the adults. For the children, a significant interaction
was found between group and word type. Specifically, on the naming task, there was an advantage for the stable words, and
this was most noteworthy for the children with RD. On the lexical decision task, trade-offs of speed and accuracy were evident
for the child reader groups. Performances on the nonwords showed the poor readers to be comparable to the average readers
in distinguishing legal and illegal nonwords; further analyses suggested that poor readers carried out deeper processing of
derived words than their average reading peers. Additional study is needed to explore the relation of orthographic and phonological
processing on poor readers’ memory for and processing of derived words. 相似文献
82.
83.
There is both a growing appreciation of teacher assessment capability for the improvement of school student learning and achievement and a commensurate drive for graduates in Australian Initial Teacher Education institutions to demonstrate impact on school student learning as part of a national accreditation process. We argue in this article that if institutions are to prepare assessment capable graduates who are “profession-ready”, attention to practice architectures is warranted. Practice architectures are the features in schools that enable and/or constrain practice. Skills, knowledge and understandings do not just cleanly transfer across Initial Teacher Education institutions and practicum contexts into graduate teacher classrooms. Practitioner identities are produced through “relatings” within specific social-political arrangement, “doings” that constitute activities afforded in material-economic conditions, and “sayings” that are a dominating medium in cultural-discursive frameworks. 相似文献
84.
Recent studies of elementary teachers’ knowledge about reading have been built on the premise that teachers need thorough
knowledge about language and reading processes, but these studies have provided only limited evidence that teachers’ performance
on tests of such knowledge contributes to their students’ reading achievement. The present study was designed to examine the
contribution of first- through third-grade teachers’ knowledge about early reading to their students’ improvement on tests
of word analysis and reading comprehension, controlling for socio-demographic characteristics of students, their prior reading
achievement, and teachers’ educational attainment, professional experiences, and socio-demographic characteristics. Preliminary
analyses indicated that the test of teachers’ knowledge had adequate psychometric characteristics. However, performance on
this measure of teachers’ knowledge did not significantly explain students’ improvement on the two reading subtests. The complexity
of the factors that influence teachers’ knowledge acquisition and the context in which the study was carried out offer possible
explanations for these results. In addition, teachers’ content knowledge about reading might not be closely associated with
the practices they use in reading instruction, and therefore might not be significantly related to their students’ improvement
in reading over a year.
相似文献
Joanne F. CarlisleEmail: |
85.
Joanne Higginson Julie McLeod Fazal Rizvi 《Discourse: Studies in the Cultural Politics of Education》2019,40(5):633-646
ABSTRACTSchooling has long been studied for its role in class formation and reproduction, Australian government secondary schools have also traditionally been associated with ‘the local’ and with ‘nation building’. Some schools might now also be engaged with ideas of the ‘the global’ not only through policy practices and priorities, but also through the social dynamics of migration and movement. In globalizing times neither class formation nor schooling can be thought of simply in national terms. They are connected to globalizing forces yet cannot be divorced from their national specificity. We suggest that within Australia recent and historical emphases on skilled migration are pivotal to considering local connections to global middle class circuits. We argue for new approaches to studying the school experiences of global middle-class families and students, through a focus on transnational connectivities, generational dynamics, family and social life, rather than on more ‘culturalist’ approaches and national comparisons. 相似文献
86.
Joanne T. Cao Jamye Foster Gallayanee Yaoyuneyong Nina Krey 《Journal of Marketing for HIGHER EDUCATION》2019,29(1):134-152
While on-campus student housing availability has been shown to improve retention, the interdependence between students and providers in creating the value of campus living has not been explored. This paper, therefore, draws on theories from marketing and education to investigate the role of shared responsibility in educational service outcomes (perceived utilitarian value, perceived hedonic value, satisfaction, and positive word-of-mouth) in the context of university housing. Analysis using a general linear model shows that all dependent variables increase as students’ sense of shared responsibility increases. These results contribute to the literature by introducing the notion of shared responsibility to the examination of student housing value perceptions. After implications for various stakeholders are discussed, recommendations for future research are given. 相似文献
87.
Duong Mylien T. Nguyen Lillian Gaias Larissa Benjamin Katherine S. Lee Kristine Buntain-Ricklefs Joanne Cook Clayton R. 《The Urban Review》2020,52(5):853-879
The Urban Review - Strong student–teacher relationships foster students’ social, emotional, and academic development, particularly for students from marginalized racial/ethnic groups.... 相似文献
88.
Joanne Edmondston Vaille Dawson Renato Schibeci 《International Journal of Science and Mathematics Education》2010,8(6):1091-1108
Public concerns about biotechnology have resulted in greater attention being paid to the mechanisms by which biotechnology
is communicated with non-scientists, including the provision of science communication training. As undergraduate and postgraduate
courses form the foundation of the biotechnology sector by providing a pipeline of university graduates entering into the
profession, it has been proposed that formal science communication training be introduced at this early stage of career development.
Using an Australian biotechnology degree course as a case study, this paper examines science communication training within
this course and the views of past and present students towards this training. Interviews were undertaken with 22 stakeholders
in the case, including undergraduate lecturers (who also supervise postgraduate research students), doctoral candidates and
biotechnologists recently graduated from the course. Few of the students felt the course provided them with any form of science
communication training, let alone training in how to engage non-scientists. Many were unaware of the training available to
them and few of the lecturers were able to identify where communication skills are taught within the course. A previous study
of this case has also shown that biotechnology undergraduates taking this course do not value communication with non-scientists.
Clearly, the current state of science communication training for these students needs to be improved if they are to enter
the biotechnology workforce as able civic scientists. The findings of this study may be useful for other university biotechnology courses which have yet to integrate science
communication training into their curriculum. 相似文献
89.
This paper explores implicit learning in typically developing and primary school children (9–12 years old) with developmental
dyslexia using an artificial grammar learning (AGL) task. Two experiments were conducted, which differed in time of presentation
and nature of the instructional set (experiment 1—implicit instructions vs experiment 2—explicit instructions). Repeated measures
analysis of variance (group × grammaticality × chunk strength) showed a group effect only in experiment 1 (implicit instructions),
with only the typically developing children showing evidence of AGL. There was a grammaticality effect (adherence to the rules)
for both groups in the two experimental situations. We suggest that the typically developing children exhibited intact implicit
learning as manifested in AGL performance, whereas children with developmental dyslexia failed to provide such evidence due
to possible mediating cognitive developmental factors. 相似文献
90.
Joanne Haroutounian 《Roeper Review》2017,39(1):44-58
After decades of fluctuating presence in gifted education, the arts are surprisingly establishing themselves in academic classrooms, spurred by arts integration with science, technology, engineering, and mathematics (STEM) curricula or science, technology, engineering, art, and mathematics (STEAM). This renewed interest provides the opportunity to recognize the artistic process as an effective way to deepen and enlarge the scope of academic content. Teachers can readily identify potentially talented students in their classrooms who immerse themselves in arts activities. Students in every classroom, if provided with substantive arts integrated curricula, can learn to perceive with discrimination, metaperceptively mold creative interpretations, and communicate these performances/products expressively to others with insightful critiques. Artistic ways of knowing mirror the artistic process and provide the opportunity for every student in every classroom to think like an artist. 相似文献