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91.
Miles G. Nicholls 《Higher Education》2007,53(6):769-790
In this paper, absorbing markov chains are used to analyse the flows of higher degree by research candidates (doctoral and
master) within an Australian faculty of business. The candidates are analysed according to whether they are full time or part
time. The need for such analysis stemmed from what appeared to be a rather poor completion rate (as reported by the University
concerned). However, this reported completion rate was a ‘macro’ figure that aggregated PhD and Master (by full time and part
time) completions together. If there really was a problem, then the Faculty needed to know where in the system it was and
what potentially might then be done to remedy the problem. The assembling of data into an appropriate database was difficult
and required considerable care, but an adequate database was developed. The application of the absorbing markov chains to
the problem resulted in an increase in the level of understanding associated with the long term underlying probabilities of
completion and also expected durations of candidature. This information highlighted one area of concern. With the information
gained from this study, appropriate strategies can subsequently be put in place for the rectification of some of the areas
of concern discovered in the analysis. Areas for further research are also highlighted in this paper.
Based on an earlier version of a paper delivered at the Western Decisions Sciences Institute 34th Meeting, Vancouver, Canada,
2005. 相似文献
92.
In an earlier paper (Miles and Wheeler 1975) it was reported that dyslexic subjects, aged over 13, were less able than suitably
matched non-dyslexic subjects to respond correctly to arrays of tachistoscopically presented digits. A further experiment
is now reported involving a younger age-group: 15 dyslexic subjects, average age twelve and one-half, were matched for spelling
age with 15 non-dyslexic subjects, average age eight and one-half; and since the dyslexic subjects were appreciably less successful
it is argued that “maturational lag” does not, on its own, fully account for the difference in performance between the two
groups. A similar procedure was repeated with 41 dyslexic and 41 non-dyslexic subjects, all aged between 10.4 and 14.4, both
with and without the introduction of a visual masking stimulus immediately after the test stimulus. Twenty undergraduate “fast-readers,”
20 undergraduate “slow-readers,” and four undergraduate dyslexic subjects were also compared both on their responses to tachistoscopically
presented digits and on their performance in a visual search task. The results, taken in conjunction, suggest that dyslexia
can be regarded as some kind of limitation in the ability to process information, perhaps affecting in particular the “visual
code store” postulated by Posner et al. (1969).
This paper was prepared for deliveryin absentia at the 27th Annual Conference of The Orton Society, in New York City, November 1976. 相似文献
93.
Fifteen dyslexic children between the ages of 8 and 16 were given the Rorschach ink blot test and their responses were compared
with those of 12 suitably matched controls. It was found that they made very considerable use of the shape of the cards, but
much less use of the other determinants (color, texture, etc.). Unlike the controls they seldom turned the cards around so
as to obtain some fresh “view,” and the overall number of responses per person was considerably less, with many of them giving
only one response per card. It is suggested that the educational and social pressures on a dyslexic child often make him reluctant
to commit himself in a context where “playing safe” is socially acceptable. 相似文献
94.
The paper examined whether in-service teachers from Australia to Italy differ in terms of their attitudes, concerns, efficacy beliefs and intentions to include learners with disabilities in their classrooms. An attempt was also made to determine predictors of the participants’ intentions to include learners with disabilities in their classrooms. Participants for the study consisted of 153 Australian and 156 Italian in-service teachers. Results revealed that Italian teachers had significantly more positive attitudes, lower degree of concerns and higher level of intentions to implement inclusion in their classrooms. In both countries, attitudes and efficacy emerged as significant predictors of participants’ intentions to include learners with disabilities in regular classrooms. Reasons that could explain differences in the teachers’ beliefs from the two countries are explained using historical-cultural and legal frameworks prevalent in Australia and Italy. Implications of the findings for policy-makers, university teachers and researchers are presented that may have relevance in guiding the implementation of inclusive education in Australia, Italy and beyond. 相似文献
95.
Susan A. Nolan Kristi A. Pace Richard J. Iannelli Thomas V. Palma Gail P. Pakalns 《Journal of College Counseling》2006,9(2):167-170
The authors describe a simple, cost‐effective, and empirically supported program to increase faculty referrals of students to counseling centers (CCs). Incoming faculty members at 3 universities received a mailing and personal telephone call from a CC staff member. Faculty assigned to the outreach program had greater knowledge of and rates of referral to CCs than did faculty who received only standard information at faculty orientation. Recommendations for the implementation of this program are discussed. 相似文献
96.
The present experiment examined the enhancement of saccharin consumption observed after a temporary shift to water. An 8-day adaptation period of continuous access to saccharin was used. It was found that the avidity of albino rats for saccharin, as measured by daily consumption, can be increased significantly both by periods of saccharin deprivation and by social living conditions. 相似文献
97.
M. Miles 《International Journal of Disability, Development & Education》1997,44(2):97-104
South Asia's historical heritage of ideas and practices for educating children with special needs contains many of the approaches that western teachers discovered independently in the past 150 years. These include close observation of children's current abilities, adjusting the curriculum to individual needs, valuing the social benefits even where intellectual progress is weak, allowing more time for learning, using specially designed materials, educating children with disabilities in ordinary schools, and providing role models of adult achievers who have disabilities. These approaches are here illustrated with stories from ancient India and educational documents from the British Raj. The cultural heritage has largely been ignored during the inflow of western educational ideas to South Asia. Some of the simpler approaches were displaced by the growing professionalisation of special education in the late 19th century. Casual integration of children with mild and moderate disabilities is still obscured in modern integration debates. To facilitate exchanges on a basis of mutual respect and reciprocity, the cultural and conceptual riches of South Asia's educational history must be rediscovered. 相似文献
98.
Reading is a language art! In acquiring competence in reading we build on proficiencies already available in the primary (spoken)
language system. Language is made up of three primary components that impact on reading—phonology, or the sound structure
of language including syllables and phonemes; syntax, or the rules governing the sequential ordering of words in phrases and
sentences; and semantics, or the meaning system that is attached to words and phrases as a consequence of experiences in a
variety of contexts. All three depend upon adequate short- and long-term memory capacities and functioning for their growth
and refinement. Additionally, the bridging of speech to print, or the task of establishing sound/symbol correspondences in
beginning reading draws not only upon phonological competencies and memory, it is also dependent upon the discovery that words
are made up of smaller and isolable parts. This knowledge is often referred to as auditory segmenting which is one aspect
of metalinguistic awareness.
This paper will discuss these five language roots of reading. The authors will report on research that demonstrates that children,
upon school entrance, do not all possess equal levels of competencies in these five critical language areas. Since success
in beginning reading is dependent upon the adequate development and functioning of each of the five language areas noted above,
early school experiences should be directed toward language development, as well as reading instruction, if we are to reduce
the incidence of reading difficulties in our schools. Finally, we will offer suggestions for enhancing language competencies
that will support and promote the acquisition of reading. 相似文献
99.
100.
Miles Wisenthal 《College Teaching》2013,61(1):30-32
One form of professional development available to faculty is the opportunity to co-teach. Studies of team teaching report increased communication between teachers and students and improved retention and achievement. This article describes a multiyear collaboration between two faculty members that began with a training relationship and expanded into co-teaching. From this experience, the authors widened their knowledge of resources, added to their teaching repertoire, and created new projects and assignments. The co-teaching relationship led to examination of processes and outcomes of their teaching and co-writing. Over time, this professional experience has grown into an exchange of roles and responsibilities. Although this collaboration did not begin as a scholarship endeavor, it has become a long-lasting one built on trust and mutual interest. 相似文献