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Ros Somerville Kate Ayre Daniel Tunbridge Katy Cole Richard Stollery Mary Sanders 《Educational Psychology in Practice》2015,31(3):265-278
This study evaluates the efficacy of a mathematics intervention devised by Essex Educational Psychology Service (EPS), UK. The intervention was designed to develop understanding and skills across four key domains within arithmetical development, by applying the principles of errorless learning, distributed practice and teaching to mastery. A quasi-experimental design was used to investigate the success of the intervention in raising the level of arithmetical skills of lower achieving pupils up to National Curriculum Level 2. The results indicated that children engaging with the intervention made significantly more progress than children not engaging with the intervention, with ratio gains of 2.51 in arithmetical skills. In addition, gains were made in mathematical reasoning. 相似文献
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Jessica DeMink-Carthew Steven Netcoh Katy Farber 《The Journal of educational research》2020,113(3):165-176
AbstractPersonalized learning (PL) and social-emotional learning (SEL) are areas of increasing emphasis in U.S. educational policy and practice. With the goal of examining how these initiatives may be mutually supportive, this exploratory study investigates the potential for a PL experience to help middle school students develop the SEL skill of “self-awareness.” Using qualitative inquiry, we analyze reflective interviews with eleven students engaged in PL using an original self-awareness coding scheme. Our findings offer promising evidence that PL can promote self-awareness, including specific student examples, followed by recommendations for how PL and SEL efforts can be more strategically aligned. 相似文献
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Steven J. Greenland Catherine Moore 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(3):647-667
Practitioner notes
What is already known about this topic- Persistently high open online education dropout suggests existing interventions are ineffective.
- Prior qualitative retention studies identified the main dropout reasons, but small sample sizes failed to generate deeper insights and more in-depth investigation has been called for.
- A probability-based qualitative sample of 226 participants captured dropout subthemes down to a 5% level of incidence or frequency of occurrence.
- Thematic analysis identified 41 subthemes, within 10 broad dropout reasons. These subthemes are new and offer richer understanding.
- Thematic analysis also identified 19 subthemes within 5 broad dropout intervention areas that students suggested could have prevented their dropout. These include new insights for addressing dropout causes that have often previously been considered unavoidable.
- The strategic framework provides a retention management approach that prioritises responding to the main dropout causes with student-informed interventions.
- This approach and the deeper understanding afforded by robust qualitative investigation should help reduce persistently high dropout rates.
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Heidi Buchanan Katy Kavanagh Webb Amy Harris Houk Catherine Tingelstad 《New Review of Academic Librarianship》2015,21(1):94-111
Librarians at four different academic institutions concurrently completed curriculum mapping projects using varying methods to analyze their information literacy instruction. Curriculum mapping is a process for systematically evaluating components of an instructional program for cohesiveness, proper sequencing, and goal achievement. There is a dearth of documentation of how this process has applied to an information literacy curriculum; however, the benefits of an organized examination of course progression is clear. The librarians explored curriculum mapping using different methodologies and approaches in order to formulate a more strategic approach to teaching students information literacy skills. 相似文献
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