全文获取类型
收费全文 | 592篇 |
免费 | 15篇 |
专业分类
教育 | 441篇 |
科学研究 | 28篇 |
各国文化 | 2篇 |
体育 | 59篇 |
文化理论 | 2篇 |
信息传播 | 75篇 |
出版年
2023年 | 4篇 |
2021年 | 2篇 |
2020年 | 9篇 |
2019年 | 21篇 |
2018年 | 31篇 |
2017年 | 33篇 |
2016年 | 30篇 |
2015年 | 12篇 |
2014年 | 16篇 |
2013年 | 148篇 |
2012年 | 26篇 |
2011年 | 22篇 |
2010年 | 12篇 |
2009年 | 12篇 |
2008年 | 19篇 |
2007年 | 11篇 |
2006年 | 10篇 |
2005年 | 13篇 |
2004年 | 6篇 |
2003年 | 18篇 |
2002年 | 10篇 |
2001年 | 6篇 |
2000年 | 9篇 |
1999年 | 9篇 |
1998年 | 11篇 |
1997年 | 11篇 |
1995年 | 4篇 |
1994年 | 3篇 |
1993年 | 3篇 |
1992年 | 3篇 |
1991年 | 2篇 |
1990年 | 7篇 |
1989年 | 4篇 |
1988年 | 3篇 |
1987年 | 5篇 |
1986年 | 6篇 |
1985年 | 2篇 |
1983年 | 3篇 |
1982年 | 6篇 |
1981年 | 5篇 |
1979年 | 6篇 |
1978年 | 2篇 |
1977年 | 5篇 |
1976年 | 6篇 |
1975年 | 4篇 |
1974年 | 3篇 |
1971年 | 5篇 |
1960年 | 1篇 |
1958年 | 1篇 |
1902年 | 1篇 |
排序方式: 共有607条查询结果,搜索用时 265 毫秒
471.
472.
473.
474.
Too early or too late? Transition to parenthood among former students with special educational needs
下载免费PDF全文
![点击此处可从《British Journal of Special Education》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Jon Olav Myklebust 《British Journal of Special Education》2018,45(2):192-209
This is a study of transition to parenthood, one of the least‐studied topics in disability research. More than 250 students with special educational needs are followed from their first year of upper secondary school into their mid‐30s. Their transition into parenthood is analysed by logistic regression at two ages, at 23 years and at 36 years. Five antecedent covariates are used: gender, functional level, transition to upper secondary school, type of class and support in class. The analysis shows that early births are far more frequent among females than males, a pattern similar to that found in Norway 20 years ago. At the age of 36 there is no difference between men and women. However, the probability of childlessness is higher among those with low functional level, among those schooled in special classes and those with a teaching assistant. This pattern is more pronounced among women than among men. 相似文献
475.
476.
477.
478.
The benefits of implicit and explicit motor learning approaches in young adults have been studied extensively, but much less in children. This study investigated the relationship between fundamental motor ability and implicit/explicit learning in children using the errorless learning paradigm. First, the motor ability of 261 children (142 boys, 119 girls) aged 9–12 years (M?=?9.74, SD?=?0.67) was measured. Second, children with motor ability scores in the upper and lower quartile learned a golf-putting skill in either an errorless (implicit) or errorful (explicit) learning condition. Four groups were formed: Errorless High-Ability (n?=?13), Errorless Low-Ability (n?=?11), Errorful High-Ability (n?=?10), and Errorful Low-Ability (n?=?11). Learning consisted of 300 practice trials, while testing included a 50-trial retention test, followed by a 50-trial secondary task transfer test, and another 50-trial retention test. The results showed that for high- and low-ability errorless learners, motor performance was unaffected by the secondary task, as was the case for high-ability errorful learners. Low-ability errorful learners performed worse with a secondary task and were significantly poorer than the corresponding high-ability group. These results suggest that implicit motor learning (errorless) may be beneficial for children with low motor ability. The findings also show a trend that children of high motor ability might benefit from learning explicitly (errorful). Further research is recommended to examine the compatibility of implicit and explicit approaches for children of different abilities. 相似文献
479.
Instructional models guide designer activity as they attempt to solve instructional problems. Models provide structure to the project, problem solving strategies, evaluation, and feedback. This paper is designed to examine Rapid Prototyping, a model born in the computer age. Rapid Prototyping embraces computer design strategies, constructivist learning theory, and cognitive psychology. This paper will first look at the “classic” forms of instructional design models, which form the foundation of instructional design. A review of the critical elements of these models will provide the framework to understand the concepts behind the Rapid Prototyping model. Next, this paper will examine how researchers define Rapid Prototyping, how the model is used, whether it is successful, and why some consider it a major shift in the way instruction is designed. By clarifying how RP is structured to solve instructional problems and the processes it uses to produce instructional materials, this paper will strive to determine whether it is a viable alternative to traditional design models. 相似文献
480.
A pedagogical perspective for rendering ways of knowing, being and being known, making and the larger maker movement are shaping contemporary educational places, practices and discourses. Despite these advances, its intersection with early literacy and childhood education are nascent. Thinking with theories of multiliteracies and speculative design, this article puts forth a making as worlding analytic frame for literacy research and practice. In doing so, we examine how two young children operate as speculative designers working towards possible, not solely plausible or preferable futures. Drawing on data from a multi‐sited study exploring making in early childhood settings, this article charts how early years and primary students used the contemporary affordances of analogue and immersive technologies to ‘make' a difference. Findings suggest that making provided opportunities not only for re‐storying realities but speculative worldbuilding encouraging young people to participate and problematise present realities. 相似文献